This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / (D.Litt. et Phil. (African Languages))

This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.

This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.

This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.

This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.

282f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-15T12:51:31Z No. of bitstreams: 1 Tese Soleni Fressatoseg-1.pdf: 3411680 bytes, checksum: 4ce3ab1e3ce6c82de5086cf61804c84c (MD5) / Approved for entry into archive by Maria Alice Ribeiro(malice@ufba.br) on 2013-05-02T16:09:50Z (GMT) No. of bitstreams: 1 Tese Soleni Fressatoseg-1.pdf: 3411680 bytes, checksum: 4ce3ab1e3ce6c82de5086cf61804c84c (MD5) / Made available in DSpace on 2013-05-02T16:09:50Z (GMT). No. of bitstreams: 1 Tese Soleni Fressatoseg-1.pdf: 3411680 bytes, checksum: 4ce3ab1e3ce6c82de5086cf61804c84c (MD5) Previous issue date: 2009 / O objeto da presente pesquisa é a representação das práticas culturais caipiras no cinema de Amacio Mazzaropi, sendo seus conceitos norteadores os vinculados às noções de cultura, cultura popular e cultura de massa. O corpo teórico possui como fundamento principal a obra A cultura popular na Idade Média e no Renascimento: o contexto de François Rabelais de Mikhail Bakhtin. Nela o autor explica que a cultura popular, pautada pelo cômico, utiliza-se do deboche e da sátira como uma forma de resistência aos valores e à ideologia dominante. Dos 32 filmes de Mazzaropi foram escolhidos Chico Fumaça (1958), Chofer de praça (1958), Jeca Tatu (1959) e Tristeza do Jeca (1961). Nesses filmes foi representada a realidade social dos caipiras, inclusive a relação conflitiva com os proprietários de terra e com os hábitos e costumes citadinos. A partir da análise desses filmes, podemos afirmar que a cultura popular neles representada caracteriza-se pela ambigüidade, algumas vezes subordinando-se, em outras se rebelando contra os valores dominantes e as regras instituídas. Quanto ao método, os seus filmes foram analisados à luz do período em que foram produzidos, ou seja, no contexto de hegemonia da política e ideologia desenvolvimentista, no entanto, não compactuando com suas propostas. / Salvador

Esta dissertação de História tem por objetivo demonstrar a estreita relação existente entre a crise da VARIG e a mudança de paradigma do governo brasileiro com relação à aviação civil e, conseqüentemente, com relação às empresas nacionais de aviação, a partir da década de 1980, através da adoção dos preceitos neoliberais que marcaram a desregulamentação da aviação civil no mercado doméstico norte-americano. Desta forma, a partir do momento que o Estado brasileiro passou oficialmente a adotar políticas para o mercado da aviação, cujas diretrizes foram traçadas nos Estados Unidos da América, foi possível associar o estudo da história da aviação n acional à história da política governamental no que tange às suas relações com a política internacional, levando-nos a traçar um paralelo entre a política externa brasileira e a política externa dos EUA, tal a grande influência deste país no desenvolvimento da aviação civil no Brasil, principalmente após a Segunda Guerra Mundial, até as mudanças neoliberais das últimas décadas. Pôde-se, assim, observar em que grau a política externa norte-americana conseguiu influenciar a evolução da aviação no Brasil, em função da maior ou menor autonomia dos diversos governos brasileiros a esta política específica. Para demonstrar a relação existente entre a crise da VARIG e esta mudança de paradigma, foi necessário estudar os aspectos relacionais externos da empresa, o quanto o lema VARIG Grande se atrelava à política econômica de um BRASIL Grande, concebido durante o chamado Milagre Brasileiro, isto é, o quanto sua política empresarial esteve associada à política nacional- desenvolvimentista do Estado, que ao entrar em crise desestabilizou a histórica estratégia da VARIG, principalmente após a década de 1990, quando os espaços de interlocução entre a burocracia estatal e as empresas privadas se reduziram ao extremo. No caso da VARIG, foi preciso também analisar os seus aspectos relacionais internos, construídos ao longo de seus mais de oitenta anos de história, com práticas institucionais bastante próximas às das em presas estatais. Na conclusão, será demonstrada a co-responsabilidade do Estado na formação, no crescimento, no início da crise e na intensificação do processo de queda da empresa , através de atuações determinantes, em momentos diferentes da história do país.

Esta dissertação de História tem por objetivo demonstrar a estreita relação existente entre a crise da VARIG e a mudança de paradigma do governo brasileiro com relação à aviação civil e, conseqüentemente, com relação às empresas nacionais de aviação, a partir da década de 1980, através da adoção dos preceitos neoliberais que marcaram a desregulamentação da aviação civil no mercado doméstico norte-americano. Desta forma, a partir do momento que o Estado brasileiro passou oficialmente a adotar políticas para o mercado da aviação, cujas diretrizes foram traçadas nos Estados Unidos da América, foi possível associar o estudo da história da aviação n acional à história da política governamental no que tange às suas relações com a política internacional, levando-nos a traçar um paralelo entre a política externa brasileira e a política externa dos EUA, tal a grande influência deste país no desenvolvimento da aviação civil no Brasil, principalmente após a Segunda Guerra Mundial, até as mudanças neoliberais das últimas décadas. Pôde-se, assim, observar em que grau a política externa norte-americana conseguiu influenciar a evolução da aviação no Brasil, em função da maior ou menor autonomia dos diversos governos brasileiros a esta política específica. Para demonstrar a relação existente entre a crise da VARIG e esta mudança de paradigma, foi necessário estudar os aspectos relacionais externos da empresa, o quanto o lema VARIG Grande se atrelava à política econômica de um BRASIL Grande, concebido durante o chamado Milagre Brasileiro, isto é, o quanto sua política empresarial esteve associada à política nacional- desenvolvimentista do Estado, que ao entrar em crise desestabilizou a histórica estratégia da VARIG, principalmente após a década de 1990, quando os espaços de interlocução entre a burocracia estatal e as empresas privadas se reduziram ao extremo. No caso da VARIG, foi preciso também analisar os seus aspectos relacionais internos, construídos ao longo de seus mais de oitenta anos de história, com práticas institucionais bastante próximas às das em presas estatais. Na conclusão, será demonstrada a co-responsabilidade do Estado na formação, no crescimento, no início da crise e na intensificação do processo de queda da empresa , através de atuações determinantes, em momentos diferentes da história do país.

No description available.

This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / D. Lit. et Phil. (African Languages)