This is an ethnographic case study, based in participant observation, which investigates and analyzes how the everyday relationships between Europeans, South Americans expatriates & Angolan nationals, are structured in a common transnational labor community in Angola, named Cambambe. This study investigates if there are any features of post-colonial power relations that affect and shape the interactions between those three communities. Thus, if the contemporary forms of relationship, as expressed by this community, can still be compared to that old hard power stereotype namely labor relations from the colonial past, or if those have changed with modernity. In doing so, this study equally analyzes not only how the interactions between the three communities is expressed in terms of identity, culture and ethnic belonging, but also how such expressions bring about tangible consequences for the groups relating to their social and institutional positions inside the working community. Furthermore, this study examines if the three group populations are able to go beyond their ethnic and cultural boundaries in order to create common zones of togetherness and empowerment, and if so, how these zones are shaped. To do so, the analysis observes how the intergroup perceives power into their relational context, focusing in four dimensions, namely; rationality, perceived justice, material resources and identity. Moreover, this is a multidisciplinary analysis which makes use of the theoretical lenses provided by the post-colonial theory, psychology of intergroup relations and power theories in international relations, to shed light into the understanding of contemporary labor communities and in the position of the post-colonial subjects in society in a North to South perspective.

The multicultural classroom is becoming more prominent in Sweden. Students from different cultures and ethnicities meet to learn in the same environment. In a changing society, the need to develop acceptance towards others is more important than ever.  Thus, in this essay, post-colonial and social influence theories have been applied to the analysis of Octavia E. Butler’s novel Kindred. This essay argues that by integrating post-colonial literature in the EFL- classroom, students can gain deeper intercultural knowledge and learn to understand the power of the social environment concerning its influential effects on people’s racial attitudes and prejudices.

This thesis explores the representation of Victorian masculinity in the Boy's Own Paper. While the Boy's Own Paper (1879-1967) is widely recognised as being one of the most successful juvenile periodicals of the late-nineteenth and early-twentieth centuries there remains very little critical analysis on the publication’s literature. This thesis aims to contribute to the advancement of the study of nineteenth-century juvenile periodicals by providing the first in-depth textual study of the Boy's Own Paper. Focusing on the Boy's Own Paper during George Andrew Hutchison’s editorship (1879-1913), this project brings together masculinities studies and current research on nineteenth-century periodicals. By examining the reoccurring themes of masculinity in the Boy's Own Paper, this study reveals how the Boy's Own Paper struggled to balance Christian beliefs, changing social demands, and growing imperial objectives. Each chapter delivers a close reading of selected texts ranging from illustrated fictional stories written by leading authors of the day, such as G. A. Henty and Talbot Baines Reed, to letters sent to the editor by Christian missionaries living overseas. The first chapter outlines the editorial practices of Hutchison and addresses the publication’s implied readership. Chapter 2 examines physical masculinity as explored through the paper’s representation of the schoolboy and the athlete as national hero-figures. The relationship between masculinity, self-help, and philanthropy is studied in Chapter 3. Chapter 4 analyses how the racial stereotypes featured within the Boy's Own Paper perpetuated the ideologies of British masculine superiority. Finally, Chapter 5 broadens the study of gender by addressing the participation and representation of female contributors and characters. I conclude by considering the future of Boy's Own Paper research and the implications of periodicals studies in the digital age. In doing so, this study offers a holistic and up-to-date reading of the Boy's Own Paper.

Skogsbruket har en lång historia i Sverige och kom under 1900-talet att hamna i en rad konflikter med intressegrupper som förespråkade skogens immateriella värden. Syftet med denna diskursanalys är att redogöra för de maktrelationer som var rådande under 1980-talets skogsbruk i Jokkmokks kommun. Undersökningen ämnar i första hand att lyfta de röster som under 1980- talets skogsbruk i Jokkmokks kommun tystades av de intressegrupper som prioriterade skogens materiella värden. Hur den koloniserade har agerat och reagerat kommer följaktligen att behandlas. Undersökningen påvisar att Jokkmokks kommun blev överexploaterad under 1980-talet vilket kom att skapa maktrelationer mellan skogens intressegrupper. Avverkningarna påverkade både rennäringen och den lokala befolkningen och 1980-talet går således att ses som en fortsatt postkolonial era där en kolonial diskurs är rådande. Undersökningen visar även att det fanns möjlighet att göra motstånd men att de röster som förespråkade skogens immateriella värden försummades. / Forestry has a long history in Sweden and came during the 20th century to end up in a series of conflicts with the interest groups advocating the immaterial values of the forest. The purpose of this discourse analysis is to describe the power relationships that were prevalent during the 1980s forestry in the municipality of Jokkmokk. This study primarily focuses on highlighting the voices during the 1980s forestry in the municipality of Jokkmokk who were silenced by groups that prioritize the material values of the forest. How the colonized have acted and reacted will also be discussed. This study shows that the municipality of Jokkmokk became overly exploited in the 1980s which came to create the power relationships between forest interest groups. Felling affected both reindeer herding and the local population and it is possible to speak of the 1980s as a continued post-colonial era where a colonial discourse is prevalent. The survey also shows that it was possible to resist but that the votes in favor of the forest's immaterial values were easily neglected.

Orientador: Celso Dal Ré Carneiro / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-27T00:08:37Z (GMT). No. of bitstreams: 1 Martins_JoseRobertoSerra_D.pdf: 3159481 bytes, checksum: 59dbfedfd2b5d486214bad58346f1fc6 (MD5) Previous issue date: 2014 / Resumo: Nas últimas décadas, o ensino de Geociências passou por grandes transformações. Em princípio, abandonando concepções tradicionais de ensino por transmissão-recepção; em seguida, adotando metodologias voltadas para a redescoberta científica e abordagens interdisciplinares baseadas em discussões dialéticas e na transversalidade temática. Neste trabalho, pesquisou-se o modo pelo qual controvérsias e problematizações podem compor uma epistemologia transdisciplinar para o ensino de Geociências. Para tal, construiu-se um material didático a partir das demandas dos estudantes, que possibilitou a edificação de saberes científicos por meio de uma abordagem transdisciplinar de viés poscolonialista. Assim, discutiu-se o incentivo à reflexão e à alfabetização científica dos educandos, bem como o posicionamento do professor ao interferir e mediar a construção do conhecimento científico. Esta pesquisa mostrou que controvérsias e problematizações ¿ referentes à complexidade presente aos diversos níveis de realidade ¿ incentivam educadores e educandos a pensar e construir seus conhecimentos, relacionando-os aos modos de produção, utilização e as devidas consequências destes. Desse modo, as reflexões envolvendo controvérsias e problematizações tornam-se importantes estratégias para ressignificar e/ou edificar os saberes dos envolvidos no processo de ensino/aprendizagem e a criar uma massa crítica de professores e pesquisadores, que auxiliem na construção da cidadania / Abstract: In recent decades, Geoscience teaching has undergone major transformations. First, by abandoning traditional teaching conceptions of transmission-reception; then when adopting methodologies aimed at scientific rediscovery and interdisciplinary approaches based on dialectical discussions and transversal themes. This study investigated the way in which controversies and problematizations can compose a transdisciplinary epistemology for teaching geosciences. To this end, we have built a courseware from the students' demands, which enabled the construction of scientific knowledge through a transdisciplinary approach with a postcolonialist bias. We have discussed the incentive to students' reflection and scientific literacy, as well as the teacher's posture to intervene and mediate the construction of scientific knowledge. This research has shown that controversies and problematizations - referring to the various levels of this complex reality - encourage teachers and students to think and build their knowledge, by relating it to the modes of production, use and its appropriate consequences. Thus, the reflections involving disputes and problematizations become important strategies to reframe and / or build the knowledge of those involved in the teaching / learning process and to create a critical mass of teachers and researchers, to assist in the construction of citizenship / Doutorado / Ensino e Historia de Ciencias da Terra / Doutor em Ciências

This study seeks to extend observations on critical citizenship education by examining what the edutainment Comics Uniting Nations, which presents the 17 Sustainable Development Goals (SDGs), may tell us about the UN view of imagined agency and citizenship, and subsequently, its broader view of development. Given that the SDGs’ message within the comics targets a global audience, the research work in this thesis puts the comic Heroes for Change to the test by surveying how the minority community in Gaza, occupied Palestine feel and situate themselves in the SDGs’ universal message. This is done via interviews with representatives who work with the youth in Gaza at local NGOs. The main discursive and visual analytical tools are postcolonial critical literacy in international development initiatives, soft vs critical theories of citizenship, and superhero semiotic and panel rhetoric organization. The result of this work shows that while the comic uses a universal and convivial citizenship discourse, it misses being a bottom-up designed agenda and hence misses distinguishing between marginalized and ordinary citizens. Also, the superhero metaphor echoes a problematic aspect in opening space for critical thinking and challenging the status quo, which calls to spark further debate on the limitations/potentials of superhero discourse as a communicative tool for radical development/social change.

This thesis will take a closer look at the relatively new and multifaceted concept of Lusophony. It begins with a brief introduction to Portuguese colonial history and postcolonial development with a focus on the connection between Portuguese national identity, the colonial empire and today's Lusophone world. Subsequently, this thesis will present various conceptions of the colonial empire and the panorama of the transformations of colonial and anti-colonialist narratives through which Portuguese colonization and decolonization were justified. Among other things, this thesis aims to explore the topic of Lusophony in historical contexts, to examine the circumstances of this idea's origin and its development in Portugal, and, finally, to present some conceptualizations in the current academic context. Lastly, the main problems that Lusophony struggles with in the postcolonial context will be considered, specifically its relationship with the colonial past(s). Key-words: Lusophony, Post-Colonialism, Portuguese speaking community, Identity, Lusophone culture, Portuguese language

Some years ago I stumbled upon and straight into the bliss of the tropical paradise when setting foot in a Tiki bar for the first time. The story behind this enchanting pop cultural institution unfolded a history built upon colonial power, cultural appropriation and hegemonies. This paper investigates the western construction of the tropical paradise and the power relations that it is built upon. The work revolves around processing my own attraction towards the tropical paradise and adressing how eurocentric narratives have been depicting Oceanic cultures, people and environments in Western popular culture. I approach this attraction by both researching the colonial history of Europeans presence in Oceania and how those events intertwine with our ideas of the paradise on earth today, as well as making objects, scenes and performances that alludes to the topic. At the end of this phase of the project, the colonial gaze that constructed the tropical paradise is turned towards the West itself in the making of the installation Civilization Bar.

In a contemporary with intense concerns towards global warming, this thesis has investigated the matter of how trade regulation policies, responding to climate change, are rhetorically motivated and discussed within international forums. Particularly by looking at the European Union’s Carbon Border Adjustment Mechanism and by critically dissecting how the EU has been navigating its conflicting position; on one hand, as the self-appointed leader of progressive climate actions, on the other hand, as the guardian of the common economic interests of the Union – and on a third stand, as a prominent member of the World Trade Organization, with binding obligations to not violate its rules.  On the basis of a theoretically post-colonial perspective, this paper has explored the power-relational tensions operating within discussions, practically by investigating the narrating presence of post-colonial tendencies. The study has additionally been interested in contributing to wider discussions on ideas and processes influencing the evolvement of international trade regulations on climate, and similarly, to constructively nuance the leadership role shouldered by the EU. This has been completed through an operationalization of three theoretical concepts; Universalism, Otherness/Self and Hegemony - and by implementing a mixed-method approach, bringing forward both qualitative and quantitative results answering up to the question on how the EU’s motivation in favour of the CBAM has been carried out rhetorically – both within internal discussions and during official WTO meetings.  Based on two data-cases reflecting the nature of EU’s rhetoric within the two forums, and in relation to the three theoretical concepts - intentionally developed to detect different post-colonial features - this study resulted in interesting outcomes demonstrating distinct rhetorical patterns. While in WTO contexts, emphases were put on asserting the EU as the natural leader and the CBAM as the most ambitious and effective environmental tool – internal discussions revealed contrastingly higher emphases on motivating the CBAM in terms of being a convenient regulation, serving the climate objective - most importantly - without interfering, nor jeopardizing the sovereignty of EU’s economic position. In fact, comparing between the two data-cases, the frequency of code-words motivating economic interests were 178% higher in internal EU discussions. It has therefore been verified that EU’s internal discussions on how to tackle global warming are strongly interlinked with reasonings around economic matters of interests. On the contrary, this is exceedingly toned down during official WTO-meetings.

This research delves into the complex nexus between sustainable development and the participation of Indigenous Peoples (IPs), with a specific emphasis on Amerindians in Guyana. While sustainable development increasingly integrates into global policy, IPs have historically faced marginalisation, often finding their rights overlooked in discussions on climate change and sustainability. The inherent connection of IPs to their territories, marked by their role as stewards of the environment, showcases their critical importance in global sustainable practices. However, mainstream development often disregards the rich mosaic of Indigenous cultures, experiences, and worldviews. Utilising the Guyana-European Union Forest Law Enforcement, Governance, and Trade Voluntary Partnership Agreements (FLEGT VPA) as a case study, this research probes the intricate dynamics of a solution acclaimed for addressing deforestation and illegal logging. Central to the study is the exploration of participatory communication within this development intervention. By highlighting the potential of this communication approach, the study posits that IPs can actively engage, empowering them to reclaim their narrative and enhance their self-determination. Theoretical insights, which include postcolonial and subaltern studies, are complemented by several frameworks such as Communication for Development (C4D) and Communication for Social Change (CSC), among others. By employing a mixed-method approach encompassing individual interviews and focus group discussions, the research presents a comprehensive portrayal of IPs' perspectives on communication processes. The findings aim to augment academic discourse on the communication dynamics around sustainable initiatives, spotlighting avenues for more inclusive, patient, and equitable strategies in support of IPs and local communities. In essence, this thesis calls for an enduring commitment to bridge the chasm between vision and reality in sustainable development.