The thesis addresses controversies within Anglicanism over overlapping identities and whose differences are included or excluded as Anglicans. Overlapping identities have been perceived as challenges to ecclesial identity coherence, but the thesis asks if these might alternatively be viewed as an unrecognized manifestation of postcolonial hybrid ecclesiologies. The thesis engages Stephen Sykes' search for a systematic, ontological question as to the way the Anglican Communion is a "part" of the universal church of Christ. The thesis demonstrates the shift of whole-parts from an ontological foundation in medieval ecclesiology to a manipulation of power in contemporary ecclesiologies to exclude offensive parts and maintain coherence in identity.

Each year, thousands of international students move to the United States to pursue higher education. Over the past few years in particular, the numbers of international students enrolled at U.S.-American universities has been on a constant incline. Two of the biggest changes that international students may experience are the different expectations of classroom etiquette and participation in the U.S.-American classroom setting. Impacted by many years of exposure to West-centric approaches to pedagogical praxis, the U.S.-American classroom has been created as a privileged space in which, more often than not, West-centric epistemologies, approaches to pedagogy, and ways of knowledge production are privileged over others. For international students, the majority of whom do not come from Western cultures, this can be a very tough space to negotiate. In this dissertation, I look at the conceptualizations of voice and silence, in particular, in order to gain a better understanding of how these two concepts are experienced and negotiated by international students within the U.S.-American classroom setting at a medium-sized U.S.-American university located in a small town in the Midwestern region of the country. While many West-centric cultures conceptualize voice and silence as dichotomous, I argue that they form a continuum that is dialogic, communicative, fluid, contextual, and at times paradoxical. Furthermore, I argue that the meanings of silence and voice within the U.S.-American classroom space can have multiple meanings and be understood as different forms of communication and participation. For the purpose of this project, I selected the three meta discourses of postcolonial theory, critical (communication) pedagogy, and international student-centered research to help deconstruct the notion of international students as the “Other,” as well as the misconceptions of silence within the classroom. Postcolonial theory as the main anchor of this research, in particular, allowed me to engage in an in-depth discussion of how we can decolonize West-centric, U.S.-American classrooms and create more dialogic, inclusive, and intercultural spaces in which different epistemologies and ways of knowing and knowledge production can be included. Furthermore, I bring into dialogue the three selected meta discourses in order to create a more nuanced and inclusive conceptualization of voice and silence that moves away from West-centric binaries. I used critical complete-member ethnography (CCME), as developed by Dr. Satoshi Toyosaki (2011), as the main method for critical inquiry. CCME argues for the value that is derived from combining different ethnographic methods in order to create an accurate account of cultural practices, as well as “focus on communicative practices and processes” (p. 66). I incorporated an autoethnographic account that functions to position myself as a researcher as well as autoethnographic narratives and reflections throughout my data analysis. In addition, I extend the notion of membership as it is currently conceptualized within CCME to make the argument for CCME as a method for critical inquiry within intercultural communication, and not just intracultural communication, research. My research findings demonstrate that the West-centric, binaristic conceptualization of voice and silence within the U.S.-American educational system can create unwelcoming learning environments for international students who may feel positioned as the Other who do not fit in, or may feel excluded from dominant discourse by being silenced. The participants’ narratives indicate the meanings of and reasons for international students’ embodiments of silence within classroom settings are as multiple, contextual, and dialogic as the conceptualization of silence itself. The collected data support the argument of the complexity and contextuality of voice and silence, and further call for a reconceptualization of voice and silence as acceptable forms of classroom participation. Furthermore, the international student participants identified several reasons as to why they may choose to perform silence in the classroom. Finally, through the interviews I tried to create a dialogue among international students and instructors in order to address and deconstruct issues pertaining to the struggles of international students caused by U.S.-centric approaches to pedagogy as well as conceptualizations of voice, silence, and classroom participation. My research showed that it is imperative for us to engage in more inclusive, critical, yet compassionate dialogues across our differences in order to create glocalized, intercultural learning communities within U.S.-/Euro-/West-centric educational systems. We must attempt to create intercultural spaces within our classrooms that allow for and cherish diverse narratives, epistemologies, different ways of knowing, and different conceptualizations of voice, silence, and classroom participation within the U.S.-American classroom setting, in particular at a medium-sized U.S.-American university located in a small town in the Midwestern region of the country. This dissertation research privileges such dialogue by centering the narratives of international students, thus, moving them from the periphery to the center and allowing them the agency to address exclusionary pedagogical practices within the U.S.-American educational system that exclude them from dominant discourse.

The ‘Uncreated’ Voice of a Nation: James Joyce and the Twentieth Century Irish Bildungsroman places James Joyce’s A Portrait of the Artist as a Young Man in conversation with numerous later twentieth century Bildungsromane to argue that texts by Edna O’Brien, John McGahern, Roddy Doyle, Patrick McCabe, Jamie O’Neill, Eimear McBride, Seamus Deane, and Bernard MacLaverty examine the tension between liberation and oppression, hope and despair, to explore the complexities of these tensions untapped by Joyce, paradoxically producing darker conclusions in the Free State/Republic than in the North. I suggest that the postcolonial Irish writer feels greater anxieties about allowing the form of the Bildungsroman any sense of resolution than his/her colonial, Northern Irish counterpart. If one views liberation from colonial rule as a future event, that future is “uncreated” in its brightly-colored potential. If one views liberation from colonial rule as a past event, the present is instead an examination of the failures of revolution and the lingering ghosts of colonial rule that often appear in the guise of these very revolutionary failures.

Doctor of Philosophy / Curriculum and Instruction Programs / Kay A. Taylor / Angola began as a Portuguese colony in 1655. All of its social structures and associated sectors, including education, were influenced drastically by this initial Portuguese colonization. This research concerns Angolan education from the years 1930-1980. Two distinct periods are addressed: the colonial period from 1930 to 1975 and the post-colonial period from 1975 to 1980. In both periods, education was provided by the state and by different religious denominations. However, the main argument for this research is that a general comprehensive history of education in Angola has not yet been written, in part due to the character of its colonization and decades of social instability related to its War of Independence, 1961-1975, and the Civil War, 1975-2002. In Angola under the Salazar and Caetano regime, provision for education was made according to the Colonial Act of 1930, the new state, and the rule of the Roman Catholic and Protestant missions. Despite the concourse of these institutions staging events that influenced education and the whole culture, few Angolans were allowed to attend school and participate as citizens in society. The post-colonial period from 1975 to 1980 is characterized by the foundation of a socialist educational system. Most of the existing documents concerning Angolan education were written by the colonizers or by those who regard history from a colonial perspective. Therefore the history of education in Angola, as the convergence of colonialism, religion, and decree, needs to be rewritten.

abstract: This project examines different modes of cultural production from the postcolonial Anglophone world to identify how marginal populations have either been subjugated or empowered by various forms of consumerism. Four case studies specifically follow the flow of products, resources, and labor either in the colonies or London. In doing so, these investigations reveal how neocolonial systems both radiate from old imperial centers and occupy postcolonial countries. Using this method corroborates contemporary postcolonial theory positing that modern “Empire” is now amorphous and stateless rather than constrained to the metropole and colony. The temporal progression of each chapter traces how commodification and resource exploitation has evolved from colonial to contemporary periods. Each section of this study consequently considers geography and time to show how consumer culture grew via imperialism, yet also supported and challenged the progression of colonial conquest. Accordingly, as empire and consumerism have transformed alongside each other, so too have the tools that marginal groups use to fight against economic and cultural subjugation. Novels remain as one traditional format – and consumer product – that can resist the effects of colonization. Other contemporary postcolonial artists, however, use different forms of media to subvert or challenge modes of neocolonial oppression. Texts such as screenplays, low-budget films, memoirs, fashion subcultures, music videos, and advertisements illuminate how postcolonial groups represent themselves. Altogether, these various cultural productions illuminate how marginalized populations have used consumer products and practices to disrupt global economies that continue to profit from the commodification, appropriation, or subjugation of minority populations. / Dissertation/Thesis / Doctoral Dissertation English 2018

In A Question of Power, Bessie Head presents the production of the subject by using the postcolonial novel as a form of constructivist action against colonialism. Arguing against the compartmentalization of the postcolonial novel as merely literary aesthetic, Head instead presents the novel as a form of political literature, offering intricate details of the manifestation of subjectivity and representations of the liminal subject in decolonizing states through the replication of formal colonial powers in informal social institutions.

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This research critically unpacks existing international norm diffusion and domestication theories and amends them, focusing on resistance, agency, and the pivotal role of domestic agents. It argues that domestic agency is marginalized by current theories of international norm diffusion and that current models place undue emphasis on the power of ‘critical States’, which are invariably Western. It is implied, though often explicitly stated, that international norms are created in and spread by Western States. This research argues that while this may be the case, the application of the same limited models create such a situation which hinders instead of helps the understanding of norm diffusion. Arguing that domestic agency is marginalized by current theories of international norm diffusion, this study investigated the SRHR norm in the Philippines as a case study to examine the limitations of current models and the benefits of introducing a local agency approach. This research is divided into two sections: the national and the sub-national, to provide a broad-lens perspective on the specific case of Sexual Health and Reproductive Rights (SRHR) in the Philippines using the framework of norm diffusion. Empiric research was conducted on two levels of analysis: first, a Critical Discourse Analysis (CDA) of the national-level Congressional deliberations and debates on SRHR from the period of the 8th Congress to the 15th Congress; and second, a micro-comparative analysis of three selected municipalities, namely Manila, Cebu, and Davao, involving a case-study based process-tracing methodology of the local diffusion of the SRHR norm(s).The theoretical critique and empirical case study proved that there are indeed limitations present within current diffusion conventions and furthermore, that local agency is a powerful and understudied tool in norm diffusion. / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

La littérature africaine d'expression française et anglaise se présente aujourd'hui sous le signe de la remise en question et de la déconstruction des modèles occidentaux. Née dans un contexte trouble marqué par la violence et un· véritable génocide des cultures africaines, cette littérature est aujourd'hui marquée par les motifs de la folie et la violence. Les neuf romans sur lesquels cette étude est menée, s'inscrivent dans cette catégorie du roman africain contemporain.Elle met en lumière les diverses manifestations de la folie et de la violence : structures narratives éclatées et fragmentées, langues d'écriture (français et anglais) subverties par les langues africaines,thématique nourrie par la violence et la folie ... Les auteurs de ces textes ont pris l'option de mettre en scène des personnages présentant des symptômes de la maladie mentale, la violence extrême, -génocides, guerres civiles-, régimes dictatoriaux tenus par des élites inconscientes qui exercent sur les populations une violence structurelle. Bref, ces textes nous plongent dans un univers véritablement chaotique, tant dans leur contenu que dans leur esthétique.Ce travail tente de démontrer que la violence en postcolonie est causée d'une part, par la quête du pouvoir qui passe souvent par l'élaboration des stéréotypes à travers lesquels un individu ou un groupe se voit accablé d'attributs négatifs, et d'autre part, par la résistance opposée par les marginalisés contre toute forme de domination.Par ailleurs, la situation chaotique que vivent les Africains aujourd'hui- crises comportementales, crises identitaires, dépersonnalisation- est tributaire non seulement de son passé jalonné par la violence physique, morale et culturelle, mais aussi des élites politiques qui demeurent encore mentalement colonisées, et miment les attitudes des anciens maîtres.Enfin, la folie et la violence qui se manifestent par une véritable révolution esthétique et un recentrage du discours littéraire, s'inscrivent dans la logique de la démarche postcoloniale qui préconise une forme de révolte, de déconstruction des modèles hérités du centre normatif européen.En un mot, l'esthétique de la folie et de la violence se présente comme un moyen pour la littérature africaine de revendiquer sa différence, son autonomie et sa place au sein des grandes littératures du monde. / African literature of french and english expression appears today under deconstruction of european models. Originated from a context made of violence and real genocide of African cultures which has produced an identity chaos, this literature is marked nowadays by the motives of madness and violence. The nine novels on which this study is based correspond to this category ofafrican novel. It shows the various manifestations of madness and violence: segmented narrative structures, written language (French and English) damaged by African languages, themes sustainedby violence and madness. The authors of these texts have chosen to use characters that presentsymptoms of mental illness, extreme violence, genocides, civil wars, dictatorial regimes held by unconscious elites who exercise structural violence on people. Briefly, these texts bring us deeply in a real chaotic universe in their content as well as on their forms.This work demonstrates:- First, that violence in postcolonial era is provoqued on one band by the quest of power which always occurs by the elaboration of stereotypes through which an individual or a group is attributed negative qualities, and on the other band, by the resistance presented by the marginalized against allforms of domination.- Secondly, that chaotic situation undergone by Africans nowadays -behavioral crisis, identity crisis, depersonalization- is originated not only from its pass full of physical, moral and cultural violence, but also from the political elites who are still mentally colonized and imitate the attitudes of the colonizers. - Thirdly, that madness and violence which manifest themselves by a real aesthetic revolution and reorientation of literary discourse suits themselves in the logic of postcolonial method which instructs a form of subversion, and deconstruction of inherited models from normative European center. In one word, the aesthetic of madness and violence is concerned with the matter of claiming the difference, the autonomy and the place of African literature in the middle of the great literatures of the world.

Les nouvelles coloniales de Kipling et de Maugham mettent en scène, respectivement, la société anglo-indienne à l’époque du Raj et la vie dans les colonies anglaise et hollandaise des îles d’Asie du sud-est durant l’entredeux-guerres. Malgré ces spécificités contextuelles et l’écart temporel entre les époques auxquelles les deux auteurs écrivent leurs nouvelles, ces dernières sont invariablement traversées par le motif d’une colonisation pensée comme crise. Or le genre de la nouvelle porte formellement l’idée de crise. En utilisant le rapprochement opéré par les études postcoloniales entre modernité et colonisation comme paradigme de lecture, cette thèse montre comment la nouvelle peut opérer une prise spécifique sur ce rapport et se révéler lieu de trouble. Dans le cadre de cette réflexion sur la propension de ce genre à déstabiliser la modernité politico-philosophique et les idéologies qu’elle charrie – la promotion de la raison, du savoir, du progrès – il apparaît que les nouvelles de Kipling et de Maugham opèrent selon des modalités différentes. Celles de Kipling interrogent poétiquement le politique et la modernité tels qu’ils apparaissent dans leur spécificité coloniale par le biais d’une écriture qui opère depuis les marges, ce par un double décalage par rapport au roman domestique. Le fait même de prendre pour objet la société coloniale, elle-même située sur les marges de la société métropolitaine anglaise, s’inscrit en effet dans une écriture du décentrement. Les nouvelles de Maugham s’énoncent elles aussi depuis certainesmarges mais s’inscrivent davantage dans un constat général du déclin de la civilisation européenne durant l’entre-deux-guerres et dans une réflexion sur la situation de l’écrivain face à divers centres, sources d’autorité et de savoir. Le trouble que produit la nouvelle est donc certes lié au statut de « voix solitaire » de cette dernière mais surtout à sa position de marginalité / Kipling’s and Maugham’s short stories respectively stage Anglo-Indian society during the Raj and English and Dutch colonial societies in interwar South-East Asia. In spite of contextual differences and the two specific moments when the authors wrote their short stories, the latter invariably deal with a problematic colonisation seen as a crisis while the genre of the short story formally conveys the notion of crisis. By using the relation between modernity and colonisation as it was conceptualised by the Postcolonial studies as a paradigm, this dissertation shows how short stories can operate a specific take on this relation and be considered as a site of disturbance. In this reflection on the propensity of short stories to destabilise political and philosophical modernity and the various ideologies it is associated with – such as the promotion of reason, of knowledge, of progress – Kipling’s and Maugham’s colonial short fictions seem to operate in different ways. Kipling’s short stories poetically question the “political” and modernity as they appear in the colonial paradigm through awriting that operates from a marginal position moving away from the domestic novel. By focusing on colonial society, itself being located on the margins of English metropolitan society, the writers’ works practise a decentering form of writing. Maugham’s short stories partake more of a general feeling about the decline of European civilisation in the interwar period but also reflect on the location of the writer who faces various centres which produce knowledge and cultural authority. The destabilising effect of the short story is certainly linked to its position as a “lonely voice” but above all to its marginal position