Thesis (doctoral)--Universität, Freiburg, 2004. / Includes bibliographical references (p. [307]-334) and index.

Watumishi wa Taasisi ya Mambo ya Kiafrika ya Chuo Kikuu cha Humboldt walipotayarisha kuhama kwa taasisi yao kutoka Reinhardtstrasse mwaka 1995, boksi la jivu ilipatikana ndani ya kabati la chuma. Ndani yake zilihifadhiwa nyaraka za Kiswahili na Kiarabu zilizoandikwa kwa hati za Kiarabu. Kufuatana na lugha na maelezo yalioyoongezwa nyaraka hizo zilitoka Afrika Mashariki na kukusanywa na Gustav Neuhaus mwishoni mwa karne iliyopita. Lengo la makala hii ni yafuatayo: kutoa maelezo machache juu ya maisha ya Gustav Neuhaus, kuzungumzia matoleo yake ili kufafanua mchango wake katika masomo ya Kiswahili mjini Berlin na katika kupanua ujuzi juu ya lugha na utamaduni wa Waswahili, kutumia mada ya utumwa kama ilivyoelezwa katika nyaraka mbalimbali za mkusanyo wa Neuhaus ili kuonyesha umuhimu wa nyaraka hizo kwa historia ya Afrika Mashariki.

This thesis compares French educational policy in Morocco and Tunisia during the French protectorate. It concetrates on the evolution of educational systems of both countries before the French colonial era and French reforms of the system. It is based on an analysis of the key figures of the protectorates, the residents-general Cambon and Lyautey and their heads of the education departments Machuel and Hardy. That is achieved through an analysis of their opinions on the educational and colonial policy and their application. The thesis deals with the beginninigs of the protectorate era when the foundations of the French system were laid.

Children’s books have been around since the early 1500s. They reflect the traditionalvalues of the times, yet they still serve as a socializing tool transmitting values from onegeneration to the next in today’s society (Gooden and Gooden 2001). Only in the latteryears of the twentieth century has the picturebook become a serious object of academicstudy (Lewis 2001). Researchers began to take notice of the (under-) representation ofwomen in children’s books and asserted commonly that reducing sexism in children’sreading materials is crucial for developing an equitable and democratic society.Although previous research has examined the representation of gender and race inchildren’s literature extensively, there is, however, a major gap, focusing on theportrayal of New Zealand’s indigenous Polynesian people – specifically, the Maoriwoman. Little is known about the visibility of Maori women in print media (Evans1994) and even less about their depiction in children’s picturebooks. In order to addressthis gap in the literature, this paper investigates the visual and verbal representation ofMaori women in contemporary New Zealand picturebooks. Following the theories ofPeter L. Berger, Thomas Luckmann and George Herbert Mead I developed a modelillustrating the circular process of picturebook communication. Moreover those theoriesserve as a theoretical framework, constituting the subsequent content analysis. As Iexamined the characters of Maori women in different New Zealand picturebooks, Iidentified three typifications, constituting the identity of an indigenous New Zealandwoman in those narratives. The Teacher, the Entertainer and the Spiritual Maori womanreinvent and reproduce, yet delimit and constrain the identity of Maori women incontemporary picturebooks. Those books fail to intertwine and integrate the twodiffering cultures of Maori and Pakeha (New Zealander of European descent), in theirstoryline, and neglect current struggles or conflicts in the social reality of New Zealand.Based on one outstanding book, I drew the conclusion that it is through integrating thetwo differing symbolic universes of Pakeha and Maori into the storyline, that themultiple roles carried by Maori women can be acknowledged and an authentic portrayalof Maori women is achieved.

Freie Univ., Diss.--Berlin, 2004. / Literaturverz. S. 404-419.

Zugl.: Diss.

Univ., Diss.--Frankfurt (Main), 1998.

Zugl.: Univ. of Pretoria, Diss., 2002

Zugl.: Kiel, Univ., Diss., 2009

Thesis (doctoral) - Universität, Wuppertal, 2004. / Includes bibliographical references (p. [274]-291) and index.