This project explores early modern conceptualizations of the body, offering a cultural history of the belly. I apply the tools of literary, historico-cultural, and discourse analysis to textual depictions of the digestive organs and the processes of digestion they perform. Concentrating particularly on the nexus of body, culture, and language, and continuously foregrounding the material underpinnings of linguistic expression, I argue that representations of the digestive organs serve to naturalize ideology and that digestion is itself an apt metaphor for the processes by which ideology is internalized. In my first chapter, I argue that the stomach is a central site through which hierarchies of gender are expressed and assimilated. I analyze Shakespeare’s The Taming of the Shrew in the context of early modern cultural metaphors associated with the stomach and in the context of medical theories of digestion, according to which hotter male digestion is superior to colder female digestion. Drawing upon Marx’s economic theory and his less-noted physiological rhetoric, in Chapter Two I trace how increasing commodity exchange and concomitant changes to social relations are reflected in, and promoted by, a paradigm shift in medical interpretations of the physiological functions of the liver. Chapter Three offers a more detailed and literary analysis of this process, demonstrating how Spenser’s allegory of the body in Book Two of The Faerie Queene participates directly in the ideological work necessary for the transition to capitalism by naturalizing the consumption and production of commodities driving it. The focus of Chapter Four is on the use of bodily metaphors of excretion in colonialist propaganda to legitimate the enforced migration of those described as England’s “excrements” to the colonies. Influenced by Norbert Elias’s theory of the “civilizing process,” I read these metaphors in light of altering social attitudes towards literal excrement, and I demonstrate how representations of the body’s excretory organs in Phineas Fletcher’s The Purple Island mirror the social processes of the “civilization” and discipline of self, nation, and Other.

This dissertation traces the competing forces of antisemitism and Jewish civic activism in French colonial Algeria from the 1870 Crémieux decree to the end of World War II. It examines the relationship between antisemitism and the practices of citizenship in a colonial context. The dissertation centers on the experience of Algerian Jews and their evolving identity as citizens as they competed with the other colonial groups, including French citizens from the metropole, newly naturalized non-French settlers, and Algerian Muslims. Periodic and recurring episodes of antisemitism resulted from competition for control over municipal government. In colonial Algeria, municipal governments acted as the major crucible for politics and patronage available to settlers and citizens. This dissertation contends that through the competition for the scarce resources and rights as citizens, various political groups in the colony exerted their claims on the state via the degradation of Algeria Jews, who were naturalized en masse in 1870. This competition resulted in antisemitic violence as well as an ongoing and hotly contested debate on the definition of French identity. As Algerian Jews assimilated as a result of the urging of their communal leaders and outside influences from metropolitan French Jews and Jewish organizations such as the Alliance Israélite Universelle, antisemites sought to limit Algerian Jewish access to rights. Algerian Jews faced particularly strong competition from the newly naturalized French settlers who emigrated from Italy, Spain, and Malta. These immigrants viewed the Algerian Jews as particularly dangerous status competitors. Rather than accept antisemitism as inevitable, Algerian Jews defended themselves against antisemitic attacks through the ii i formation of defense organizations such as the Comité Algérien des Études Sociales. They urged fellow Jews to fulfill their responsibilities to France, celebrating military service and sacrifices, and demanding that Jews exercise their right to vote. Algerian Jews negotiated the antisemitism of French and newly French settlers, as well as Algerian Muslims. French antisemites took advantage of Algerian Muslim frustrations with their inferior status and encouraged antisemitic violence among Algerian Muslims. Algerian Jews sought to diffuse such tensions by encourage fraternity with Algerian Muslims in the colony. As Algerian Jews assimilated and integrated into the French colony and civil society, they negotiated fraught relationships with other colonial groups, proving themselves as Frenchmen while encouraging unity with Algerian Muslims. Algerian Jews straddled the line between citizen and subject in the colonial context and fought to prove themselves as worthy French citizens in the face of competition and antisemitism. Although specific to the case of French colonial Algeria, these issues of competition for status, identity, and rights are complementary to studies of other colonial contexts and that of newly emerged states. Such debates about citizenship and belonging lie at the heart of much of the turmoil of twentieth century history.

Six Nations women transformed and maintained power in the Grand River community in the early twentieth century. While no longer matrilineal or matrilocal, and while women no longer had effective political power neither as clan mothers, nor as voters or councillors in the post-1924 elective Council system, women did have authority in the community. During this period, women effected change through various methods that were both new and traditional for Six Nations women. Their work was also similar to non-Native women in Ontario. Education was key to women’s authority at Grand River. Six Nations women became teachers in great numbers during this period, and had some control over the education of children in their community. Children were taught Anglo-Canadian gender roles; girls were educated to be mothers and homemakers, and boys to be farmers and breadwinners. Children were also taught to be loyal British subjects and to maintain the tradition of alliance with Britain that had been established between the Iroquois and the English in the seventeenth century. With the onset of the Great War in 1914, Six Nations men and women responded with gendered patriotism, again, in ways that were both similar to Anglo-Canadians, and in ways that were similar to traditional Iroquois responses to war; men fought and women provided support on the home-front. Women’s patriotic work at home led to increased activity in the post-war period on the reserve. Six Nations women made use of social reform organizations and voluntary associations to make improvements in their community, particularly after the War. The Women’s Institutes were especially popular because they were malleable, practical, and useful for rural women’s needs. Women exerted power through these organizations, and effected positive change on the reserve.

This project explores early modern conceptualizations of the body, offering a cultural history of the belly. I apply the tools of literary, historico-cultural, and discourse analysis to textual depictions of the digestive organs and the processes of digestion they perform. Concentrating particularly on the nexus of body, culture, and language, and continuously foregrounding the material underpinnings of linguistic expression, I argue that representations of the digestive organs serve to naturalize ideology and that digestion is itself an apt metaphor for the processes by which ideology is internalized. In my first chapter, I argue that the stomach is a central site through which hierarchies of gender are expressed and assimilated. I analyze Shakespeare’s The Taming of the Shrew in the context of early modern cultural metaphors associated with the stomach and in the context of medical theories of digestion, according to which hotter male digestion is superior to colder female digestion. Drawing upon Marx’s economic theory and his less-noted physiological rhetoric, in Chapter Two I trace how increasing commodity exchange and concomitant changes to social relations are reflected in, and promoted by, a paradigm shift in medical interpretations of the physiological functions of the liver. Chapter Three offers a more detailed and literary analysis of this process, demonstrating how Spenser’s allegory of the body in Book Two of The Faerie Queene participates directly in the ideological work necessary for the transition to capitalism by naturalizing the consumption and production of commodities driving it. The focus of Chapter Four is on the use of bodily metaphors of excretion in colonialist propaganda to legitimate the enforced migration of those described as England’s “excrements” to the colonies. Influenced by Norbert Elias’s theory of the “civilizing process,” I read these metaphors in light of altering social attitudes towards literal excrement, and I demonstrate how representations of the body’s excretory organs in Phineas Fletcher’s The Purple Island mirror the social processes of the “civilization” and discipline of self, nation, and Other.

This dissertation traces the competing forces of antisemitism and Jewish civic activism in French colonial Algeria from the 1870 Crémieux decree to the end of World War II. It examines the relationship between antisemitism and the practices of citizenship in a colonial context. The dissertation centers on the experience of Algerian Jews and their evolving identity as citizens as they competed with the other colonial groups, including French citizens from the metropole, newly naturalized non-French settlers, and Algerian Muslims. Periodic and recurring episodes of antisemitism resulted from competition for control over municipal government. In colonial Algeria, municipal governments acted as the major crucible for politics and patronage available to settlers and citizens. This dissertation contends that through the competition for the scarce resources and rights as citizens, various political groups in the colony exerted their claims on the state via the degradation of Algeria Jews, who were naturalized en masse in 1870. This competition resulted in antisemitic violence as well as an ongoing and hotly contested debate on the definition of French identity. As Algerian Jews assimilated as a result of the urging of their communal leaders and outside influences from metropolitan French Jews and Jewish organizations such as the Alliance Israélite Universelle, antisemites sought to limit Algerian Jewish access to rights. Algerian Jews faced particularly strong competition from the newly naturalized French settlers who emigrated from Italy, Spain, and Malta. These immigrants viewed the Algerian Jews as particularly dangerous status competitors. Rather than accept antisemitism as inevitable, Algerian Jews defended themselves against antisemitic attacks through the ii i formation of defense organizations such as the Comité Algérien des Études Sociales. They urged fellow Jews to fulfill their responsibilities to France, celebrating military service and sacrifices, and demanding that Jews exercise their right to vote. Algerian Jews negotiated the antisemitism of French and newly French settlers, as well as Algerian Muslims. French antisemites took advantage of Algerian Muslim frustrations with their inferior status and encouraged antisemitic violence among Algerian Muslims. Algerian Jews sought to diffuse such tensions by encourage fraternity with Algerian Muslims in the colony. As Algerian Jews assimilated and integrated into the French colony and civil society, they negotiated fraught relationships with other colonial groups, proving themselves as Frenchmen while encouraging unity with Algerian Muslims. Algerian Jews straddled the line between citizen and subject in the colonial context and fought to prove themselves as worthy French citizens in the face of competition and antisemitism. Although specific to the case of French colonial Algeria, these issues of competition for status, identity, and rights are complementary to studies of other colonial contexts and that of newly emerged states. Such debates about citizenship and belonging lie at the heart of much of the turmoil of twentieth century history.

Free Media is an essential part of democracy, a goal Sveriges Radio’s Development Program is aiming for. Existing since 1996 based on tax-financing, it offers its long experiences of public broadcasting and its ideal of serving democracy to other countries. The partaking Sveriges Radio journalists provide the countries with assistance for training in management, journalism and technical issues in both broadcasting, print and online media. The present research investigates based on the interviewees’ perceptions to what extent Swedish democracy and Swedish journalistic identity is transmitted during their media (radio) development projects, using post-colonial theory as a guiding theoretical approach. The study is based on interviews with Swedish and foreign journalists who have been involved in radio development projects. The study shows that despite common understandings of democracy and professional aims, differences occur based on the perception of the participants. These cannot be separated from the context and progress outcome of the projects. The study furthermore shows that there exists an ambivalence between the post-colonial awareness among participants.

Indigeneity plays a central role in planning for diversity and creating inclusive cities in Canada. In the public domain, racism remains prominent in cities and presents challenges to the realization by urban Aboriginal peoples and Newcomers of their aspirations in urban society. In Winnipeg, an Aboriginal-led organisation has initiated partnerships with Newcomer settlement organisations to bring both groups together to build intercultural relationships. A case study of the United Against Racism/Aboriginal Youth Circle component of Ka Ni Kanichihk (KNK) provides the opportunity to examine the effects of its partnerships on the following matters: promoting cross-cultural understanding and friendships, changing negative perceptions and building confidence among Aboriginal peoples and Newcomers vis-a-vis each other, and help indirectly to facilitate Newcomer integration into neighbourhoods predominantly occupied by Aboriginal peoples in Winnipeg. An analysis of the data gathered on the partnership programs revealed that prior to participating in these programs there were negative preconceptions about one another based on false impressions. The programming has facilitated the sharing of cultures and ideas. This has also helped members of both groups to value their cultural differences and similar history of colonialism where they exist, develop a shared understanding of the racism that confronts Aboriginal peoples and racialized Newcomers, break down stereotypes, and build friendships. This thesis reveals that in the short term, the programs and partnerships of KNK are contributing to better cross-cultural understanding and relations within a multiculturalism framework, and that in the long term they have the potential to contribute to better cross-cultural understanding and relations within an intercultural framework. The cross-cultural networks being developed bode well for the potential of developing instrumental policy and advocacy partnerships in addressing common issues faced by Aboriginals and Newcomers through progressive urban policy in Canadian cities.

The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times? The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony? In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed. The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.

<p>The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times?</p><p>The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony?</p><p>In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed.</p><p>The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.</p>

This study analyzes the travel conventions manifest in the engravings of the thirty-volume Description de l’Egypte produced as a result of the Napoleonic campaign to Egypt in 1798 and published between 1809 and 1828. The first chapter examines the discourse established on Egypt in travelogues throughout the eighteenth century prior to the invasion of the country. I argue that the perceptions developed around the country did not stem from actual experience, but from political and economic motivations that cast Egypt in a light favorable for occupation. I examine how this perception was challenged during the collapse of distance between the French and Egyptians in the process of colonial encounter. Drawing upon medical records and proclamations of the French medical team in Egypt, I examine a specific epidemic known as ophthalmia that led to swollen, irritated eyes and eventual blindness throughout the French army in Egypt. While it is actually caused by Chlamydia, in every appearance it makes in French medical records throughout the occupation, the disease was blamed on the climate, sunlight, and air specific to the land of Egypt. As a result, I argue that the Description’s hyper-real contrasts of light and dark and amplified decay in its representations of the monuments residing in Egypt’s ravaging climate are determined by the manner vision itself was altered by the epidemic of ophthalmia. I then contend that there exists a metaphorical parallel between the decaying pharaonic monuments in the Description and the perceived decay of modern Egyptian society that are linked by misconceptions of Egypt’s climate. I conclude that the effect of Egypt’s climate believed to destroy both physical monuments and physiological disposition was used as evidence to support the larger agenda of French imperialism that justified colonization of Egypt. Lastly, this study examines how Egyptians counteracted the negative discourse of their race by appropriating symbols of their country used in European representations and altering them to develop a national identity. Tracing the time period from French occupation through British colonization, Egyptians were able to galvanize resistance while still working within the confines of colonial control.