Syftet med denna undersökning är att undersöka hur musikvideor producerade för barn i åldrarna mellan 4-12 år förmedlar skillnaden mellan det som betraktas som ”norm” och ”den andre” utifrån ett postkolonialt perspektiv. Utifrån detta övergripande syfte utgår studien utifrån följande frågeställningar: På vilket sätt upprätthåller musikvideor vars målgrupp är barn från 4-12 år den koloniala distinktionen mellan de som utgör ”norm” och de som utgör ”den andre”? Hur gestaltas ”den svarte andre” och ”den orientale andre” i musikvideorna? Vilka typer av konflikter och maktförhållanden produceras i materialet, vilka intentioner tycks framställningen ha? En kvalitativ text- och tolkningsanalys har tillämpats på undersökningens material där jag använt semiotikens teckenlära som analysmetod. I samverkan med semiotiken som metodologisk utgångspunkt ställde jag följande analysfrågor till texterna: Vad berättas uttryckligen i videorna? Hur framställs maktförhållanden och konflikter? Vilka stereotyper porträtteras? Vilka framstår som auktoriteter? Vilka kläder eller kroppsattribut förmedlas? Vilka beteenden syns? Vilka miljöer skildras? Till grund för undersökningen ligger det postkoloniala fältet där jag bland annat använt mig av teorier gällande västvärldens kunskapsproduktion om ”den andre”. Teorierna behandlar bland annat vilka faktorer som möjliggjort ett skillnadstänkande av grupper som betraktas som ”de andra”. I och med analysen blev det möjligt att urskönja gemensamma drag sinns emellan vissa utav musikvideorna, men även tydligt vilka skillnader som fans dem emellan. Exempelvis blev det möjligt att se vissa gemensamma drag beträffande maktutövning och framställningen av ”den andre”. Analysen belyser även med teoretisk anknytning hur skillnadstänkandet reproducerades i undersökningens material, samt vilka intentioner som tycks ligga bakom texterna.

In the year of 2006 I moved to South Africa for a year, a land that has fascinated me because of its history. During the time of my stay I became very surprised how strongly apartheid permeates the community where the white South Africans today are building walls around themselves. Through media we get surrounded with pictures that media creates and to find information regarding what’s happening in the world this is, most often, the primary source. Therefore I believe it’s interesting to explore how two different local newspapers from the county of Kalmar, with two different ideologies, present pictures of the same event, namely the revolt of Soweto in 1976 and how these two newspapers relates to racial policies. The revolt of Soweto was a peaceful demonstration against the use of the language Afrikaans, where the police opened fire and killed many children’s and this was the beginning of a wave of dissatisfaction throughout the country. In my review I’m using a comparative method where I’m comparing the articles from these newspapers with each other. I’m also using a postcolonial theory as guidance to understand the racial conflicts in South Africa.

Presentations of Oriental people as subordinated the West and their ideals was one way for Europeans to expand and keep control over their colonies in Africa during the nineteenth- and twentieth centuries. France and Great Britain controlled their colonies in different ways which has led to diverse legacies. Today, tourism is a source of revenue for former colonies, such as Tunisia and Kenya, and tourism also helps to spread knowledge and images of distant countries. A guidebook is one way that knowledge of other countries and people are spread to travelers. During history, images of distant people were based on a colonial discourse in which the west was seen as superior; but is that still the case? The purpose of this paper was to analyze how Tunisia and Kenya are presented in the Lonely Planet guide to Tunisia and the Lonely Planet guide to Kenya to investigate if they are constructed through a colonial discourse, and to see if there are any dissimilarities on how they are presented. With a postcolonial theory and critical discourse analysis and with a colonial discourse as framework, the guidebooks were examined to see how people and culture were presented. The research showed that Lonely Planet guidebooks use a colonial discourse in the presentation of Tunisia and Kenya where distinctions are made between the inhabitants and the western world. The Orient was subordinated the superior Occident which reinforces the notion of others as being different and less than the west. Diversities between how Tunisia and Kenya were drawn in the guidebooks were found. The colonial heritage was more present in Tunisia than in Kenya, while in Kenya the people were presented as more brutal than in Tunisia. Reasons for that could be many, but the critical issue is why the western world still constructs other people as subordinate and different.

The Swedish education system reflects the multicultural society in Sweden, therefore there is a need of school textbooks that pupils can identify themselves with to create meaning and value in their learning. According to the Swedish Education Administrations (Skolverkets) report (2006) and Selander (2003, s. 198) the school textbooks are the main source of education in class. There has been an implicit message in the older textbooks that is associated with the belief that non-Europeans are "seen" as victims, and that Europeans are privileged with a "good life". Many school texbooks has been analyzed from different points of perspectives, however, analysis from a postcolonial perspective on home economics books has practically been nonexistent. Analysis in this study are focused on how non-western people are been portrayed in six different textbooks in the subject to conclude if the colonial discourse is still maintained and reproduced in the school. To answer the question of formulation an image analysis is made of the six, previiously mentioned, textbooks. The result shows that since 1976 school textbooks are consistently reproducing the same image of non-Europeans as victims and underdeveloped- the way of portraying them as said has merely shifted from images of starved children to helpless victims of environmental disasters and occidental abundance but are held equally responsible for their underdevelopment, in anticipation of occidental aid.

In this essay I point out that the presence of  ”Otherness” plays a key role in the novel The Beach by Alex Garland, and that the text relates to a colonial literary tradition. I’ve mainly used the distinction of Otherness and cultural representation presented by the postcolonial theorist Edward W. Said to guide me. In my examination of the text the presence of Otherness, how it is described and the effects that it has on the story’s central group of characters, has been my focus point. I’ve investigated the occurrence of different elements in the text which creates the sense of Otherness and identified the two most prominent opposition groups in relation to the protagonist of the story. On the story’s setting level aside, a colonial and imperialist theme can also be found on an intertextual level by made references to American war movies like Apocalypse Now, a specifically good example as the script of that movie is based upon the colonial themed novel Heart of Darkness by Joseph Conrad. I will summarize how the opposition between the Self and the Other throughout The Beach effects the plot’s outcome, and present my conclusion: that the author Alex Garland intentionally places his novel in a tradition of colonial storytelling to give a critical comment on the modern world’s similarities with its colonial past, especially when it comes to contemporary tourism. In my opinion the novel is also questioning the human’s civilized state and social evolvement.

My main objective is to reveal and illustrate the patterns and processes underlying the practice of ecological restoration in post-colonial landscapes. To focus my analysis, I asked what these patterns are, and how they inhibit or enable the Iwor (Ainu Traditional Living Space) Restoration Project (IRP). The IRP is a state-funded project aimed at improving the well-being of Ainu in Hokkaido, Japan. I used interviews, participant observation and text analyses to elucidate the dynamics at work in and around the project. My findings suggest that colonial and technological practices inhibit good ecological restoration practices in IRP by disengaging people, or more subtly preventing them from engaging with it. Colonially, structural and discursive marginalization maintains economic deprivation through denying progressive conversations about community empowerment. This process also reinforces subjective power relationships of Wajin, the ethnic majority, dominance. Technologically, I observed signs of Borgmann’s (1984) “device paradigm” that are both institutionally (e.g. government agencies) and materially (e.g. infrastructure and tools) driving the IRP toward technological restoration and away from focal restoration. This was particularly apparent in such instances where means and ends were inverted, or the government agencies were inaccessible to the Ainu participants. These patterns in turn make IRP less appealing for Ainu and other local peoples. However, I also found that the room for creativity and attention to human-nature relationships in ecological restoration allow creation of the new space where Ainu can assert their values more strongly. This is the Kotan Iwor where the space embodies both Iwor and iwor, two representations of Wajin and Ainu views of the “Traditional Living Space” respectively. My findings on Kotan Iwor (the traditional settlement restoration site) suggest that there is a significant potential in the ecological restoration practices because of the practice’s inherent capacity to bring people and the landscape together in a creative context. With careful attention to colonial, technological, and other dynamics, good ecological restoration practices have the potential to restore and improve the well-being of indigenous and non-indigenous community members alike. / Graduate

As crianças são as verdadeiras anarquistas”? Que peso tem uma “verdade” sobre as crianças? Para ilustrar essa dissertação, questionamos uma “verdade” pichada em um muro. Porque as verdades sobre as crianças estão em todos os lugares, nós, adultos, as escrevemos, as pichamos, as pintamos em todos os lugares. Essas “verdades” estão em livros, em manuais de científicos, em enciclopédias pediátricas, nos currículos e até nas representações artísticas sobre as crianças e sobre as infâncias. Fundamentada nas concepções decolonialistas sobre a infância e as crianças, esta dissertação faz um resgate teórico do pós-colonialismo e da decolonialidade latino-americana, em especial, das produções acerca dos Estudos da Infância e educação das crianças pequenas. Problematizando também uma discussão metodológica a partir das contribuições anarquistas. Apresento possibilidades e limites para discutir (outras) infâncias pelo anarquismo, pela América Latina, pelos territórios (de)colonizados, pela desescolarização, em consonância com os estudos pós-coloniais e decoloniais. / “Are children the real anarchists?” What weight has a "truth" on children? To illustrate this dissertation, we question a "truth" graffitied in a wall. Because truths about children are everywhere, we, adults, write them, graffiti them, paint them everywhere. These "truths" are in books, in scientific manuals, in pediatric encyclopedias, in curriculum, and even in artistic representations about children and childhood. Based on decolonialist conceptions about childhood and children, this dissertation makes a theoretical rescue from postcolonialism and Latin American decoloniality, especially from the contributions on Childhood Studies and early childhood education. Also problematizing a methodological discussion from the anarchist contributions. I present possibilities and limits to discuss (other) childhoods through anarchism, Latin America, colonized territories, unschooling, in line with postcolonial and decolonial studies.

During the month of November 2017, the President of Zimbabwe, Robert Mugabe was taken into custody by Zimbabwe’s military. This was a move in order to shift the governmental power after which Mugabe after almost 40 years as President of Zimbabwe resigned from his post.   The thesis contains a Ccritical Ddiscourse Aanalysis of articles published by one of the world’s great newspapers during this shift of power. The newspaper analysed is the British newspaper ‘The Guardian’. The analysis studied which characters and major topics are represented in the articles and how they are represented to see what fits inside The Guardian’s news reporting on the final events in the shift of power in Zimbabwe. In order to find these discursive attributes, pictures linked to the articles were analysed, the context in which the events happened as well as the discourse used in the articles from a perspective of orientalism, post-colonialism and ideology. Other theoretical aspects used are framing, representation and critical Critical Ddiscourse Sstudies.   The empirical case in this research project involves three articles collected from T‘the Guardian ’ reaching from the reporting of Mugabe’s firing of his vice President, Emmerson Mnangagwa to the reporting of Robert Mugabe resigning as President of Zimbabwe.   The interest in this study is springing from the normative approach of news media to provide an objective story to the readers while providing the whole picture. With this mission many different challenges come along of orientalist and post-colonial character, as ‘the Guardian’The Guardian is a British newspaper and Zimbabwe being a former British colony.   The results concluded an absence of post-colonial and orientalist representations in the news frames regarding Zimbabwe and its population, the most ideologically charged instances rather revolved around Robert and Grace Mugabe.

As crianças são as verdadeiras anarquistas”? Que peso tem uma “verdade” sobre as crianças? Para ilustrar essa dissertação, questionamos uma “verdade” pichada em um muro. Porque as verdades sobre as crianças estão em todos os lugares, nós, adultos, as escrevemos, as pichamos, as pintamos em todos os lugares. Essas “verdades” estão em livros, em manuais de científicos, em enciclopédias pediátricas, nos currículos e até nas representações artísticas sobre as crianças e sobre as infâncias. Fundamentada nas concepções decolonialistas sobre a infância e as crianças, esta dissertação faz um resgate teórico do pós-colonialismo e da decolonialidade latino-americana, em especial, das produções acerca dos Estudos da Infância e educação das crianças pequenas. Problematizando também uma discussão metodológica a partir das contribuições anarquistas. Apresento possibilidades e limites para discutir (outras) infâncias pelo anarquismo, pela América Latina, pelos territórios (de)colonizados, pela desescolarização, em consonância com os estudos pós-coloniais e decoloniais. / “Are children the real anarchists?” What weight has a "truth" on children? To illustrate this dissertation, we question a "truth" graffitied in a wall. Because truths about children are everywhere, we, adults, write them, graffiti them, paint them everywhere. These "truths" are in books, in scientific manuals, in pediatric encyclopedias, in curriculum, and even in artistic representations about children and childhood. Based on decolonialist conceptions about childhood and children, this dissertation makes a theoretical rescue from postcolonialism and Latin American decoloniality, especially from the contributions on Childhood Studies and early childhood education. Also problematizing a methodological discussion from the anarchist contributions. I present possibilities and limits to discuss (other) childhoods through anarchism, Latin America, colonized territories, unschooling, in line with postcolonial and decolonial studies.

A presente tese pretende estabelecer as confluências entre romances de três autoras distintas. Partindo de um viés womanista, dois romances de cada escritora foram analisados e suas similaridades enfocadas, principalmente no que concerne ao tratamento dado às personagens femininas. A tese é composta de cinco capítulos. O primeiro lida com conceitos e temas subjacentes ao debate em torno das literaturas produzidas pelas chamadas minorias. Já o segundo, mergulha no universo literário de Conceição Evaristo, nossa autora afro-brasileira. O terceiro segmento aborda a literatura da afro-americana Toni Morrison. No quarto capítulo, enfocamos a obra da moçambicana Paulina Chiziane. A costura do texto é alinhavada no quinto capítulo, quando tecemos considerações finais sobre as semelhanças e particularidades de cada autora / The present thesis intends to establish the confluences between novels by three distinct authors. From a womanist perspective, two novels by each author were analyzed and their similarities were highlighted, especially concerning the treatment provided to the female characters. The thesis is made up of five chapters. The first one deals with concepts and themes underlying the debate about the literatures produced by the so-called minorities. The second chapter dives into the literary universe of our Afro-Brazilian writer, Conceição Evaristo. The third segment of the thesis focuses on the literature of the Afro-American Toni Morrison. The fourth sheds light on the works of the Mozambican Paulina Chiziane. The sewing of the text receives its finishing touches in the fifth chapter, where we elaborate final considerations on the similarities and peculiarities of each author