Eugenics movements developed early this century in more than 20 countries, including Australia. However, for many years the vast literature on eugenics focused almost exclusively on the history of eugenics in Britain and America. While some aspects of eugenics in Australia are now being documented, the history of this movement largely remained to be written. Australians experienced both fears and hopes at the time of Federation in 1901. Some feared that the white population was declining and degenerating but they also hoped to create a new utopian society which would outstrip the achievements, and avoid the poverty and industrial unrest, of Britain and America. Some responded to these mixed emotions by combining notions of efficiency and progress with eugenic ideas about maximising the growth of a white population and filling the "empty spaces". It was hoped that by taking these actions Australia would avoid "racial suicide" or Asian invasion and would improve national fitness, thus avoiding "racial decay" and starting to create a "paradise of physical perfection". This thesis considers the impact of eugenics in Australia by examining three related propositions: 1. that from the 1910s to the 1930s, eugenic ideas in Australia were readily accepted because of concerns about declining birth rate; 2. that, while mainly derivative, Australian eugenics had several distinctive Australian qualities; 3. that eugenics has a legacy in many disciplines, particularly family planning and public health. This examination of Australian eugenics is primarily from the perspective of the people, publications and organisations which contributed to this movement in the first half of this century. In addition to a consideration of their achievements, reference is also made to the influence which eugenic ideas had in such diverse fields as education, immigration, law, literature, politics, psychology and science.

In 1908, two Canadian women published first novels that became instant best-sellers. Nellie McClung's Sowing Seeds in Danny initially outsold Lucy Maud Montgomery's Anne of Green Gables, but by 1965 McClung's book had largely disappeared from Canadian consciousness. The popularity of Anne, on the other hand, has continued to the present, and Anne has received far more academic and critical attention, especially since 1985. It is only recently that Anne of Green Gables has been criticized for its ideology in the same manner as Sowing Seeds in Danny. The initial question that inspired this dissertation was why Sowing Seeds in Danny disappeared from public and critical awareness while Anne of Green Gables continued to sell well to the present day and to garner critical and popular attention into the twenty-first century. In light of the fact that both books have in recent years come under condemnation and stand charged with maternal feminism, imperial motherhood, eugenics, and racism, one must ask further why this has now happened to both Danny and Anne. What has changed? The hypothesis of the dissertation is that Danny's relatively speedy disappearance was partly due to a shift in Canadians' religious worldview over the twentieth century as church attendance and biblical literacy gradually declined. McClung's rhetorical strategies look back to the dominant Protestantism of the nineteenth century, in contrast to Montgomery's, which look forward to the twentieth-century's waning of religious faith. Although there is enough Christianity in Montgomery's novel to have made it acceptable to her largely Christian reading public at the beginning of the century, its presentation is subtle enough that it does not disturb or baffle a twenty-first-century reader in the way McClung's does. McClung's novel is so forthright in its presentation of Christianity, with its use of nineteenth-century tropes and conventions and with its moralising didacticism, that the delightful aspects of the novel were soon lost to an increasingly secular reading public. Likewise, the recent critical challenges to both novels spring from a worldview at odds with the predominantly Christian worldview of 1908. The goal of the dissertation has been to read Sowing Seeds in Danny and Anne of Green Gables within the religious contexts of a 1908 reader in order to avoid an unquestioning twenty-first-century censure of these novels, and to ascertain the reasons for their divergent popularity and recent critical condemnation.

The intent of this work is to explore how children, youth, and adults with disabilities are discriminated against in cultural systems, specifically the education system, and how the beliefs and structures encompassed in these systems create and recreate the phenomena of ableism. This study will explore the hegemony of ableism within school cultures by exposing prevailing discourses and the systems that enforce these discriminatory discourses and educational practices. Additionally, it will illustrate significant human rights infractions and discriminatory processes that keep disabled peoples throughout the world in states of marginalization and oppression. The analysis of this study shows resistance to the oppression of people with disabilities through the use of critical disability theory, legal theory, and social justice philosophy. In addition, the advancement of inclusive education as a human right is offered as a solution to the collective oppression and states of disenfranchisement that many disabled peoples experience. The exploration of moral and legal theory, equality jurisprudence, and libratory pedagogy will advance a collective human rights framework as an educational model for school cultures globally. This analysis will utilize an equality premise known as the right to belong to defend inclusive education as a fundamental human right. In support of this fundamental right, a theoretical base for inclusive pedagogies reveals how the deconstruction of hegemonic practices and, simultaneously, the development of transformative educational models of learning are necessary best practices in the pursuit of equality for all disabled students. This work concludes with recommendations for changes in educational leadership, philosophy, and research of education for disabled students.

In 1908, two Canadian women published first novels that became instant best-sellers. Nellie McClung's Sowing Seeds in Danny initially outsold Lucy Maud Montgomery's Anne of Green Gables, but by 1965 McClung's book had largely disappeared from Canadian consciousness. The popularity of Anne, on the other hand, has continued to the present, and Anne has received far more academic and critical attention, especially since 1985. It is only recently that Anne of Green Gables has been criticized for its ideology in the same manner as Sowing Seeds in Danny. The initial question that inspired this dissertation was why Sowing Seeds in Danny disappeared from public and critical awareness while Anne of Green Gables continued to sell well to the present day and to garner critical and popular attention into the twenty-first century. In light of the fact that both books have in recent years come under condemnation and stand charged with maternal feminism, imperial motherhood, eugenics, and racism, one must ask further why this has now happened to both Danny and Anne. What has changed? The hypothesis of the dissertation is that Danny's relatively speedy disappearance was partly due to a shift in Canadians' religious worldview over the twentieth century as church attendance and biblical literacy gradually declined. McClung's rhetorical strategies look back to the dominant Protestantism of the nineteenth century, in contrast to Montgomery's, which look forward to the twentieth-century's waning of religious faith. Although there is enough Christianity in Montgomery's novel to have made it acceptable to her largely Christian reading public at the beginning of the century, its presentation is subtle enough that it does not disturb or baffle a twenty-first-century reader in the way McClung's does. McClung's novel is so forthright in its presentation of Christianity, with its use of nineteenth-century tropes and conventions and with its moralising didacticism, that the delightful aspects of the novel were soon lost to an increasingly secular reading public. Likewise, the recent critical challenges to both novels spring from a worldview at odds with the predominantly Christian worldview of 1908. The goal of the dissertation has been to read Sowing Seeds in Danny and Anne of Green Gables within the religious contexts of a 1908 reader in order to avoid an unquestioning twenty-first-century censure of these novels, and to ascertain the reasons for their divergent popularity and recent critical condemnation.

The intent of this work is to explore how children, youth, and adults with disabilities are discriminated against in cultural systems, specifically the education system, and how the beliefs and structures encompassed in these systems create and recreate the phenomena of ableism. This study will explore the hegemony of ableism within school cultures by exposing prevailing discourses and the systems that enforce these discriminatory discourses and educational practices. Additionally, it will illustrate significant human rights infractions and discriminatory processes that keep disabled peoples throughout the world in states of marginalization and oppression. The analysis of this study shows resistance to the oppression of people with disabilities through the use of critical disability theory, legal theory, and social justice philosophy. In addition, the advancement of inclusive education as a human right is offered as a solution to the collective oppression and states of disenfranchisement that many disabled peoples experience. The exploration of moral and legal theory, equality jurisprudence, and libratory pedagogy will advance a collective human rights framework as an educational model for school cultures globally. This analysis will utilize an equality premise known as the right to belong to defend inclusive education as a fundamental human right. In support of this fundamental right, a theoretical base for inclusive pedagogies reveals how the deconstruction of hegemonic practices and, simultaneously, the development of transformative educational models of learning are necessary best practices in the pursuit of equality for all disabled students. This work concludes with recommendations for changes in educational leadership, philosophy, and research of education for disabled students.

Dans ce mémoire, l’objectif poursuivi sera d’éclairer les dynamiques de genre, de race, de classe, de nation et de handicap à travers le phénomène du contrôle des capacités reproductives des femmes. Dans un premier temps, j’essaierai de comprendre comment les passés coloniaux du Canada et des États-Unis ont structuré leur rapport à la reproduction et comment celle-ci est devenue un enjeu politique de premier plan au sein de l’idéologie eugéniste. Dans un deuxième temps, j’explorerai quel a été le rôle de la science dans la mise en place, en Occident, de systèmes experts capables de guider la société vers le Progrès. Ces réflexions me permettront de retracer quel a été le contexte d’émergence des lois sur la stérilisation sexuelle et quels discours de légitimation ont été mis de l’avant afin de justifier l’appropriation des capacités reproductives de certaines populations jugées « indésirables ». Ainsi, je poserai l’hypothèse que les valeurs et présupposés « scientifiques » racistes, sexistes et classistes sous-jacents à l’élaboration de ces lois ont mené à des stérilisations forcées de certains groupes minorisés, c’est-à-dire les femmes autochtones au Canada et les femmes noires aux États-Unis. Je tenterai alors d’évaluer si, effectivement, les politiques de stérilisation aux Canada et aux États-Unis ont été discriminatoires dans leur formulation et dans leur mise en application à l’égard de ces populations. Finalement, je mobiliserai les figures de la welfare queen et de la squaw afin de comprendre comment ces identités assignées ont permis de légitimer un traitement différencié à leur égard et comment elles structurent encore aujourd’hui leur rapport à la sexualité et à la reproduction. / In this research, the objective pursued will be to throw light on the dynamics of gender, race, class, age, nation, and handicap by examining how women’s reproductive freedom has been historically constrained. First, I will examine how the colonial pasts of Canada and United States have shaped their relationships to reproduction. Then, I will analyze how the eugenic ideology relied on science to legitimate their enterprise of liberating society of its « unwanted » through the instauration of sexual sterilization acts. I will put forward the hypothesis that Indian women in Canada and African american women in the United States have been disproportionately targeted by these acts. The public identities of the welfare queen and the squaw will be mobilized to demonstrate how those images were used to legitimize the instauration of public policies designed to discriminate against these populations.

In 1908, two Canadian women published first novels that became instant best-sellers. Nellie McClung's Sowing Seeds in Danny initially outsold Lucy Maud Montgomery's Anne of Green Gables, but by 1965 McClung's book had largely disappeared from Canadian consciousness. The popularity of Anne, on the other hand, has continued to the present, and Anne has received far more academic and critical attention, especially since 1985. It is only recently that Anne of Green Gables has been criticized for its ideology in the same manner as Sowing Seeds in Danny. The initial question that inspired this dissertation was why Sowing Seeds in Danny disappeared from public and critical awareness while Anne of Green Gables continued to sell well to the present day and to garner critical and popular attention into the twenty-first century. In light of the fact that both books have in recent years come under condemnation and stand charged with maternal feminism, imperial motherhood, eugenics, and racism, one must ask further why this has now happened to both Danny and Anne. What has changed? The hypothesis of the dissertation is that Danny's relatively speedy disappearance was partly due to a shift in Canadians' religious worldview over the twentieth century as church attendance and biblical literacy gradually declined. McClung's rhetorical strategies look back to the dominant Protestantism of the nineteenth century, in contrast to Montgomery's, which look forward to the twentieth-century's waning of religious faith. Although there is enough Christianity in Montgomery's novel to have made it acceptable to her largely Christian reading public at the beginning of the century, its presentation is subtle enough that it does not disturb or baffle a twenty-first-century reader in the way McClung's does. McClung's novel is so forthright in its presentation of Christianity, with its use of nineteenth-century tropes and conventions and with its moralising didacticism, that the delightful aspects of the novel were soon lost to an increasingly secular reading public. Likewise, the recent critical challenges to both novels spring from a worldview at odds with the predominantly Christian worldview of 1908. The goal of the dissertation has been to read Sowing Seeds in Danny and Anne of Green Gables within the religious contexts of a 1908 reader in order to avoid an unquestioning twenty-first-century censure of these novels, and to ascertain the reasons for their divergent popularity and recent critical condemnation.

Eugenics movements developed early this century in more than 20 countries, including Australia. However, for many years the vast literature on eugenics focused almost exclusively on the history of eugenics in Britain and America. While some aspects of eugenics in Australia are now being documented, the history of this movement largely remained to be written. Australians experienced both fears and hopes at the time of Federation in 1901. Some feared that the white population was declining and degenerating but they also hoped to create a new utopian society which would outstrip the achievements, and avoid the poverty and industrial unrest, of Britain and America. Some responded to these mixed emotions by combining notions of efficiency and progress with eugenic ideas about maximising the growth of a white population and filling the "empty spaces". It was hoped that by taking these actions Australia would avoid "racial suicide" or Asian invasion and would improve national fitness, thus avoiding "racial decay" and starting to create a "paradise of physical perfection". This thesis considers the impact of eugenics in Australia by examining three related propositions: 1. that from the 1910s to the 1930s, eugenic ideas in Australia were readily accepted because of concerns about declining birth rate; 2. that, while mainly derivative, Australian eugenics had several distinctive Australian qualities; 3. that eugenics has a legacy in many disciplines, particularly family planning and public health. This examination of Australian eugenics is primarily from the perspective of the people, publications and organisations which contributed to this movement in the first half of this century. In addition to a consideration of their achievements, reference is also made to the influence which eugenic ideas had in such diverse fields as education, immigration, law, literature, politics, psychology and science.

ix, 288 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / While the impact of Darwin's theory of evolution on Victorian and modernist literature has been well-documented, very little critical attention has been paid to the influence of Lamarckian evolutionary theory on literary portrayals of human progress during this same period. Lamarck's theory of inherited acquired characteristics provided an attractive alternative to the mechanism and materialism of Darwin's theory of natural selection for many writers in the late-nineteenth and early-twentieth centuries, particularly those who refused to relinquish the role of the individual will in the evolutionary process. Lamarckian rhetoric permeated an ideologically diverse range of discourses related to progress, including reproduction, degeneration, race, class, eugenics, education, and even art. By analyzing the literary texts of Olive Schreiner, G.B. Shaw, and W.B. Yeats alongside their polemical writing, I demonstrate how Lamarckism inflected these writers' perceptions of the mechanism of human evolution and their ideas about human progress, and I argue that their work helped to sustain Lamarck's cultural influence beyond his scientific relevance. In the dissertation's introduction, I place the work of these three writers in the context of the Neo-Darwinian and Neo-Lamarckian evolutionary debates in order to establish the scientific credibility and cultural attractiveness of Lamarckism during this period. Chapter II argues that Schreiner creates her own evolutionary theory that rejects the cold, competitive materialism inherent in Darwinism and builds upon Lamarck's mechanism, modifying Lamarckism to include a uniquely feminist emphasis on the importance of community, motherhood, and self-sacrifice for the betterment of the human race. In Chapter III, I demonstrate that Shaw's "metabiological" religion of Creative Evolution, as portrayed in Man and Superman and Back to Methuselah , is not simply Bergsonian vitalism repackaged as a Neo-Lamarckian evolutionary theory but, rather, a uniquely Shavian theory of human progress that combines religious, philosophical, and political elements and is thoroughly steeped in contemporary evolutionary science. Finally, Chapter IV examines the interplay between Yeats's aesthetics and his anxieties about class in both his poetry and his 1939 essay collection On the Boiler to show how Lamarckian modes of thought inflected his understanding of degeneration and reproduction and eventually led him to embrace eugenics. / Committee in charge: Paul Peppis, Chairperson, English; Mark Quigley, Member, English; Paul Farber, Member, Not from U of O; Richard Stein, Member, English; John McCole, Outside Member, History

Orientador: Michael McDonald Hall / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-09T12:10:40Z (GMT). No. of bitstreams: 1 Geraldo_Endrica_D.pdf: 1529054 bytes, checksum: 240fe5bd053caa2d612446875794b6ae (MD5) Previous issue date: 2007 / Resumo: Esta pesquisa discute as políticas imigratórias e o controle de estrangeiros e seus descendentes presentes no país durante o governo Vargas. Pretende-se avaliar as condições que motivaram o crescimento das críticas aos imigrantes por parte de membros do governo e outros grupos sociais. Essas críticas proliferaram em congressos e publicações médicas e eugenistas, em discursos, periódicos e correspondências oficiais, na Constituinte de 1933/34 e nas investigações e debates sobre os núcleos coloniais (¿quistos¿ étnicos). O combate à imigração esteve relacionado a fatores como os debates raciais, a centralização política, a legislação imigratória norte-americana, o antiniponismo e anti-semitismo, e a Segunda Guerra Mundial / Abstract: This study is about restrictive immigration and alien control policies during the Getúlio Vargas government (1930-1945). This research discusses the conditions that led to a growth of criticism towards alien workers and immigration, coming from politicians and other social groups. This campaign appeared in medical and eugenicist's congresses and periodicals; in government speeches, publications and official letters; in the Constituent National Assembly of 1933/34; in the investigations and discussions about ethnic " cysts". Elements that have influenced the development of these policies in Brazil include: racial debates, political centralization, North-American immigration policy, anti-Japanese and anti-Jewish sentiment, and the Second World War / Doutorado / Historia Social / Doutor em História