The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for building bridges between the Eurocentric and Native ways. Participants were interviewed and their responses created individual stories, which added to the meaning making. Fifteen themes were identified using open and axial coding. The findings showed a teacher proclivity for pedagogy infused with Indigenous thought, and an understanding that residential schooling was intrusive to Indigenous life. Participants presented an anti-Eurocentric diffusionist stance, advocating for schooling that matches Indigenous life and is devoted to a dynamic home-school culture directed at closing the achievement gap with the rest of Canada. This study contributes to social change by providing supporting evidence for the need to involve Indigenous students in the development of their education.

In this study I identify and argue for hybridity as a common feature in four postcolonial texts, namely Femi Abodunrin’s It Would Take Time, Edward Kamau Brathwaite’s Masks, Ngugi wa Thiong’o’s Matigari and Mvona’s An Arrow from Maraka. The study advances that when two or more cultures encounter one another hybridity affects the new emergent culture socially, linguistically, historically and politically. Employing Homi Bhabha’s interrelated terms, notably ambivalence, mimicry, liminality, the third space, in-between space and interstitial space —all of which gesture towards the concept of hybridity, the study explains the emergence of corresponding and equally complex identities in the postcolonial world. With a specific reference to Africa, the study establishes that postcolonial discourse is not as transparent because hybridity does not necessarily mean coming up with completely new aspects of Africa but it implies coming up with mixed cultures since different histories and cultures affect each other in order to come up with a new brand. As such the study concludes that hybridity is opposed to cultural purity and the assumed status quo. In this dissertation I therefore argue for hybridity as a solution to identity crisis because the new personality displays different traces which, in the words of Homi Bhabha, are called “transcultural identities” and such a plurality of identities leads to the production of hybrid personalities and cultures. Such transcultural forms within the contact zone, which Bhabha calls the “in-between space,” carry the burden and meaning of the new cultures that emerge in the postcolonial condition. / English Studies / M.A. (English)

Colonization adversely impacts the psychological health of the colonized. To heal psychologically, economically, and culturally and break chains of colonization in a post-colonial society, the colonized must be grounded in understanding and embrace of their cultural and historical heritage. This embrace and remembrance of the ancestors will inspire and create a spiritual and mental revolution. Prominent literary works from 16th to 20th century, such as Charles Chesnutt’s The Marrow of Tradition and "Dave’s Neckliss", William Shakespeare’s "The Tempest" and Aphra Behn’s Oroonoko, explore the psychological and cultural demise of people of African descent due to colonization and racial oppression. While these works give voice to spiritual leaders, ancestors, and bondaged individuals who strive to overcome and survive adverse circumstances Eurocentric society has imposed upon them, these texts also explore characters who kneel at the altar of White hegemony and embrace Whiteness as the Ark of God, even to the characters’ and their community’s safety and well-being. These I term Black Eurocentric Saviors, characters who sacrifice themselves and their community for safety and saving of Whites. Through application of French West Indian psychiatrist Frantz Fanon's theories of colonization which posits that imposed psychological domination of the colonized by Europeans cultivated the belief in White superiority and the subsequent desire for White approval and blessings by any means necessary, including worshipping Whiteness, betraying other persons of African descent, and/or willing to kill self or other Blacks for both the continued prosperity of White societies and gained prosperity for self. Chesnutt, Shakespeare, and Behn depict oppressed people who (un)consciously appear to embrace with open arms historical narratives and cultural traditions that relegate them to second-class citizens and are thus unable to nurture mythical origins and pride in their ancestral history and legacy. When they seek to conjure their African ancestors, they do so, not for their freedom or elevation, but for betterment of White society. Through the application of Fanon's theories on colonization to select literary works of Chesnutt, Shakespeare, and Behn's, this dissertation asserts that the diasporic African’s embrace of White superiority resulted and continues today in both real life and literature.

In this study I identify and argue for hybridity as a common feature in four postcolonial texts, namely Femi Abodunrin’s It Would Take Time, Edward Kamau Brathwaite’s Masks, Ngugi wa Thiong’o’s Matigari and Mvona’s An Arrow from Maraka. The study advances that when two or more cultures encounter one another hybridity affects the new emergent culture socially, linguistically, historically and politically. Employing Homi Bhabha’s interrelated terms, notably ambivalence, mimicry, liminality, the third space, in-between space and interstitial space —all of which gesture towards the concept of hybridity, the study explains the emergence of corresponding and equally complex identities in the postcolonial world. With a specific reference to Africa, the study establishes that postcolonial discourse is not as transparent because hybridity does not necessarily mean coming up with completely new aspects of Africa but it implies coming up with mixed cultures since different histories and cultures affect each other in order to come up with a new brand. As such the study concludes that hybridity is opposed to cultural purity and the assumed status quo. In this dissertation I therefore argue for hybridity as a solution to identity crisis because the new personality displays different traces which, in the words of Homi Bhabha, are called “transcultural identities” and such a plurality of identities leads to the production of hybrid personalities and cultures. Such transcultural forms within the contact zone, which Bhabha calls the “in-between space,” carry the burden and meaning of the new cultures that emerge in the postcolonial condition. / English Studies / M.A. (English)

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The thrust of this study proceeds from the presupposition that first, the Cush texts of the Old Testament which may be used as a conduit for finding `Africa' in the Bible have generally been `ignored' or not given the priority they deserve especially by traditional western biblical scholarship. Second, that when, however, they have been accorded a `token paragraph or two', the interpretations given more often than not tend to portray a negative image of the African Cush. As a result, those of African ancestry who tend to trace their identity (however that term is understood) and historical roots to the biblical Cush tend to take offence at such interpretations. They perceive them as a deliberate attempt to `de-Africanize' or `de-emphasize' the African presence in and contribution to the Bible. This thesis argues that there are serious consequences for `de-Africanizing' the Bible, especially for the African peoples. This constitutes the fundamental argument in chapter one. To highlight the problem dogging the Cush texts even more, a sample excursion into the works of the major interpreters of the Cush texts is offered. As a result of this, two groups of scholars emerge: the Eurocentric on one hand, and the Afrocentric on the other. It is observed that each of the two groups more or less interprets the texts from its own cultural perspective. This is basically the subject matter of chapter two. Against this background, the researcher is consequently obligated to return to the sources and, in so doing, attempts another re-reading of all the fifty-six Cush texts from the historical-critical perspective, as well as from other perspectives. This is carried out with the intention of developing an interpretative model which, first of all, does justice to all the Cush texts, thereby offsetting what traditional western biblical scholarship has hitherto done; and which, second, attempts to offer an interpretation of the Cush texts which tries to take into consideration both Eurocentric as well as Afrocentric perspectives and concerns. In this way, a balance of sorts is struck. This is the main focus of chapters three, four and five, which comprise the main corpus of this thesis. The approach employed in the analysis of the Cush references is a `thematic' one. In other words, texts are grouped according to their presumed `themes' and are analyzed under the subtitles of `Preliminary remarks' and `Analytical remarks'. The former generally focus on literary matters such as those pertaining to the grammar and syntax of the MT, although to a certain extent are also interpretative. The latter attempts an explanation of the given reference as the main focus, but also takes into consideration the views of other scholars. This is how all the references are treated. The MT however is the pivot around which all the analyses hinge. The procedure is `fluid', however, in that there is much overlapping of the arguments put forward. Finally, a conclusion summarizing the findings related to all the references belonging to one thematic group is provided at the end of each chapter. The last chapter, which comprises the conclusion to the whole thesis, focuses on the importance and challenges of the Cush texts for Africa. In this connection a way forward is also proposed as to how such texts may be organized and read with some sense in a context of higher learning such as that which obtains in an African University. / Biblical and Ancient studies / D. Th. (Old Testament)

The thrust of this study proceeds from the presupposition that first, the Cush texts of the Old Testament which may be used as a conduit for finding `Africa' in the Bible have generally been `ignored' or not given the priority they deserve especially by traditional western biblical scholarship. Second, that when, however, they have been accorded a `token paragraph or two', the interpretations given more often than not tend to portray a negative image of the African Cush. As a result, those of African ancestry who tend to trace their identity (however that term is understood) and historical roots to the biblical Cush tend to take offence at such interpretations. They perceive them as a deliberate attempt to `de-Africanize' or `de-emphasize' the African presence in and contribution to the Bible. This thesis argues that there are serious consequences for `de-Africanizing' the Bible, especially for the African peoples. This constitutes the fundamental argument in chapter one. To highlight the problem dogging the Cush texts even more, a sample excursion into the works of the major interpreters of the Cush texts is offered. As a result of this, two groups of scholars emerge: the Eurocentric on one hand, and the Afrocentric on the other. It is observed that each of the two groups more or less interprets the texts from its own cultural perspective. This is basically the subject matter of chapter two. Against this background, the researcher is consequently obligated to return to the sources and, in so doing, attempts another re-reading of all the fifty-six Cush texts from the historical-critical perspective, as well as from other perspectives. This is carried out with the intention of developing an interpretative model which, first of all, does justice to all the Cush texts, thereby offsetting what traditional western biblical scholarship has hitherto done; and which, second, attempts to offer an interpretation of the Cush texts which tries to take into consideration both Eurocentric as well as Afrocentric perspectives and concerns. In this way, a balance of sorts is struck. This is the main focus of chapters three, four and five, which comprise the main corpus of this thesis. The approach employed in the analysis of the Cush references is a `thematic' one. In other words, texts are grouped according to their presumed `themes' and are analyzed under the subtitles of `Preliminary remarks' and `Analytical remarks'. The former generally focus on literary matters such as those pertaining to the grammar and syntax of the MT, although to a certain extent are also interpretative. The latter attempts an explanation of the given reference as the main focus, but also takes into consideration the views of other scholars. This is how all the references are treated. The MT however is the pivot around which all the analyses hinge. The procedure is `fluid', however, in that there is much overlapping of the arguments put forward. Finally, a conclusion summarizing the findings related to all the references belonging to one thematic group is provided at the end of each chapter. The last chapter, which comprises the conclusion to the whole thesis, focuses on the importance and challenges of the Cush texts for Africa. In this connection a way forward is also proposed as to how such texts may be organized and read with some sense in a context of higher learning such as that which obtains in an African University. / Biblical and Ancient studies / D. Th. (Old Testament)

The research study focused on the integrating of indigenous African knowledge systems in teaching and learning at the Catholic University of Zimbabwe. The curriculum of the Catholic University of Zimbabwe offers a number of degree courses. The study sets out to address the problem with the curriculum of the Catholic University of Zimbabwe, namely, that it is to a large extent dominated by Western knowledge and gives little priority to indigenous African knowledge systems. The majority of the courses offered at the CUZ are Eurocentric in nature and give little regard to the indigenous African knowledge systems. The study was undergirded by the Afrocentric theory which focuses on giving the African world view in terms of knowledge. The research study was informed by the constructivist paradigm which focuses on how individuals analyse and construct meanings of social situations. The research approach is qualitative in nature that means it is based on social interpretation and not numerical analysis of data. The data in the study was generated through face-to-face interviews, focus group discussion and document analysis. The data was presented under different themes. The study found out that they are few courses in the CUZ curriculum which include IAKS. Most of the knowledge and theories in the courses offered at the Catholic University of Zimbabwe curriculum are Western oriented. The knowledge in most of the courses is reminiscent of the colonial education system and gives no regard to indigenous African knowledge systems. The recommendation is for the inclusion of indigenous African Knowledge systems in the CUZ curriculum. / Educational Foundations / D. Ed. (Philosophy of Education)

This thesis examines Western rationality, contextualizing that subject in British colonialism and Western modernity. Using Scott Lash's description of academic characterizations of modernity, I explore the “high" modernity of the social sciences represented in the books Alice's Adventures in Wonderland by Lewis Carroll and The Hound of the Baskervilles by Arthur Conan Doyle. I then explore the cultural studies critique of that characterization of modernity in the book Arrow of God by Chinua Achebe. Using the theory of Jean Francois Lyotard, Martin Heidegger, and Theodor Adorno, I look at Western rationality through its manifestation in British colonialism. I argue that colonialism is a site where rationality's negative legacy is manifest, and that the paradoxical representations of rationality in the books by Carroll and Doyle indicate a problem with the assumption that Western rationality was a universal epistemology. Contrary to the British's own ideas of their rationality, I find that Western rationality is ultimately a culturally-grounded discourse. Using Chinua Achebe's Arrow of God, I examine the intersection between Western rationality and other forms of cultural knowledge, an intersection that occurred through British colonialism. Achebe argues against the universal model of Western rationality and posits instead a relative valuing of each culture's methods of arriving at truth. I use his novel to illustrate the limits of Western rationality and its claim to universality.

Cette thèse doctorale a pour objet l’étude et en particulier l’influence qu’a pu avoir, et qu’ont toujours, les puissances européennes sur la résolution des conflits en Afrique de l’Ouest et ainsi déterminer s'il existe une culture juridique « africaine ». / This thesis is devoted to the study the influence of the European powers on past and present dispute resolution in West African legal systems and thereby to determine whether an "African legal culture" exists.