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In this essay Rudyard Kipling’s novel Kim (1901) is dealt with from a postcolonial perspective, and the aim is to show how three father figures - Colonel Creighton, Mahbub Ali and the lama - individually influence Kim’s education. Furthermore, how their point of view on education and parenting can be used to understand the larger concepts of postcolonialism and the pedagogy of Empire. This essay will argue that Kipling provides three different approaches to education that each can be considered the most suitable for a white orphan in British India during the late nineteenth century. Colonel Creighton is the personification of the imperial mindset, an authoritarian leader who strongly believes in institutions such as schools. Whereas Mahbub Ali, the wild horse from beyond the border and a servant of the Great Game, advocates freedom and a non-institutionalised form of education. Last but not least, the Buddhist lama from Tibet wishes to make Kim his chela and teach him the Wheel of Life. Reading Kipling’s novel Kim helps us to create an awareness of how the world order has changed during the decades and also gives us the opportunity to look at our present time in different lights.

Au moment de l'indépendance, la mise en place de l'État est un véritable défi pour les nouveaux pays africains. Ce mémoire s'intéresse à la construction étatique entreprise par le premier gouvernement indépendant du Mali. Ce processus s'effectue sous la gouvernance du Parti unique de l'Union Soudanaise du Rassemblement Démocratique Africain (US-RDA), mené par le père de l'indépendance, Modibo Keita. Les dirigeants postcoloniaux du Mali adoptent diverses stratégies pour mettre en place l'État-nation. Notamment, ils opèrent une liaison dialectique entre passé et modernité dans le but d'inscrire la nation malienne dans un processus historique précédant la colonisation. Ensuite, les dirigeants adaptent l'idéologie du socialisme scientifique aux objectifs et aux besoins postcoloniaux. Cette distorsion doctrinale permet de saisir la pensée politique qui guide la construction étatique au Mali. Finalement, la politique culturelle de l'US-RDA illustre le rôle de la culture dans la mise en place de l'État, mais également de la nation malienne. C'est donc à travers le triptyque État, idéologie et politique culturelle, qu'est définie la nature de l'État malien entre 1960 et 1968.

In the aftermath of the Truth and Reconciliation Commission in South Africa J.M.Coetzee writes of the "system" of guilt and shame, debt and retribution which operates throughout society. He and writers like Doris Lessing and Barbara Kingsolver tell stories which traverse and explore the paths tracked by society's quest for healing and restitution. (White) women too, Coetzee's protagonist (in Disgrace) muses, must have a place, a "niche" in this system. What is this "niche" and what role do the women in these texts play in the reparation of colonial wrong? How is their position dictated by discourses which acknowledge the agency of the (female) body in epistemologies of guilt and power? This mini-dissertation attempts to trace the figure of the white woman in three late 201h-/early 21 51-century postcolonial literary texts, in order to read the phrases of meaning that have been inscribed on her body. The novels read are J.M.Coetzee's Disgrace, Barbara Kingsolver's The Poisonwood Bible and Doris Lessing's The Grass is Singing. / English Studies / M. Eng. (Gender, Identity and Embodiment)

The purpose of this thesis is to examine the psychological development of South Asian masculinity in a diaspora that is depicted in Hanif Kureishi’s The Buddha of Suburbia and V.S. Naipaul’s The Mimic Men. Together, Kureishi and Naipaul construct a complete understanding of masculinity through childhood, adolescent, young adult, and adulthood. Chapter 1 explores the need to displace their father’s masculinity and seek better masculine models that align with the social norms of the diaspora. Chapter 2 establishes the motivation behind seeking peers to define the meaning of masculinity in a diaspora and the disadvantage of this pathway. Chapter 3 demonstrates two possible outcomes for South Asian men attempting to construct a secure masculinity. The difficulties these characters encounter when developing their identity is both a product of their diasporic environment and the lingering effect of colonization through the presence of hegemonic masculinity. They attempt to rectify the inadequacies in their masculinity by refuting a portion of their identity tied to being South Asian in order to better assimilate to the ideals of their diaspora. Ultimately, there are two possible consequences for South Asian men in a diaspora: one is to attempt to negotiate their position as a mixture of both the ideals of the diaspora and South Asian culture and the second is to continue to live a fragmented life of denying aspects of their identity tied to either the diaspora or South Asian culture.

In the following thesis, two interrelated arguments are offered: firstly, a re-appropriation of the passing figure from an African-American context to the Anglo-Indian context is suggested, which it is argued, will allow new methods for the study of the hybrid figure in British literature to develop. Secondly, the thesis works to critique the relationship between poststructuralism and postcolonialism, suggesting a move away from a discourse concerned with anti-reality and its linguistic-theoretical focus to a framework with stronger roots in the study of postcoloniality as a real, lived condition experienced by a large number of people. The above arguments are realized through a reading of Anglo-Indian literature which closely aligns both the displaced postcolonial figure and the passing figure through a shared ability to perform multiple identities. In adopting the passing figure, Anglo-Indian literature illustrates the rejection of in culture forms of rigid and constraining essentialisms and the commitment to modernist and contemporary cultural discourses of identity construction in the hybrid figure of postcolonial works. Such cultural discourses of identity presuppose the intervention of performativity in the negotiation of multiple selves. Both the hybrid postcolonial figure and the passing figure display an adoption of performance in identity construction. In a theoretical reflection of the multiplicity offered by the passing figure, a number of diverse critical approaches to these Anglo-Indian texts are introduced. Specifically, the aim is to suggest alternative theoretical approaches to the hegemonic poststructuralist critical view. I will argue that the reliance upon poststructuralist theory can be detrimental to the full exploration of the postcolonial identity, due largely to the tendency to privilege textual fee-play over experiential analysis. I am proposing a modification to the relationship between deconstruction and postcolonialism, whereby certain selected deconstructive techniques are appropriated alongside more existentialist concerns that reflect the real, lived conditions of postcolonial environments. In relocating textual critique within an approach more concerned with the real-life experience of multiplicity, this study advocates a continuing relevance of a more existentialist mode of postcolonialism, as exemplified by Sartre and Fanon, and other adjacent theorists. An example of this is that popular and contemporary authors such as Naipaul, Rushdie, Kureishi and Malkani are read in light of “dialogical self theory”, R.D. Laing’s “false-self system”, Fish’s “interpretive communities” thesis and Goffman’s concept of “front”. Dialogical self theory and the false-self system ensure a firm underpinning of the internal psychological structure of the passing figure’s psyche, establishing a discourse of postcolonialism that is centred on the real experience of multiplicity. The following work on interpretive communities and front allow for the connection of the internal construction of self to the wider social environment through the relocation of the passing figure’s identity in relation to the interpretations of the audience.

This thesis investigates the activities of two secondary schools in relation to their duty to promote community cohesion (intercultural understanding and cohesion within communities) and their engagement in global educational partnerships and international activities. In particular this study seeks to ascertain if there is a relationship between community cohesion and global educational partnerships –whether the activities and outcomes from one could inform the other in relation to intercultural understanding. There is little research on the relationship between these two initiatives. The research explores the understanding and experiences of staff involved in these initiatives in the two schools and that of pupils in Key Stages 3, 4 and 5 (11-18 years). Data is generated through semi-structured interviews and document analysis, providing a rich description of participants’ understanding and whole-school activities. What has emerged from the findings is a complex and subtle picture of two schools and their interpretations of their duty to promote community cohesion, engage in international activities, and the relationship between the two. Effective practice is identified such as developing inclusive perspectives through pupil peer-led teaching. However, barriers to effective practice have also been identified and include how cultural diversity is understood and presented through binary perceptions of ‘Other’. Such perspectives, alongside complex paternal power relations evident in educational partnerships with schools in the global South, are identified as problematic in the promotion of intercultural understanding and cohesion. The dominant political discourse, guidance for schools and the role of the schools’ inspection framework (Ofsted) are also influencing factors. Postcolonial Theory is used to interrogate policy and practice and presents alternative perspectives, and these, it is contended, can offer new ways forward in creating a ‘third’ space for intercultural understanding through global educational partnerships and community cohesion.

This thesis examines the role of music in British-South Asian postcolonial literature, asking how music relates to the possibility of constructing postcolonial identity. The focus is on novels that explore the postcolonial condition in India and the United Kingdom, as well as Pakistan and the United States: Vikram Seth's A Suitable Boy (1993), Amit Chaudhuri's Afternoon Raag (1993), Suhayl Saadi's Psychoraag (2004), Hanif Kureishi's The Buddha of Suburbia (1990) and The Black Album (1995), and Salman Rushdie's The Ground Beneath Her Feet (1999). The analysed novels feature different kinds of music, from Indian classical to non-classical traditions, and from Western classical music to pop music and rock 'n' roll. Music is depicted as a cultural artefact and as a purely aestheticised art form at the same time. As a cultural artefact, music derives meaning from its socio-cultural context of production and serves as a frame of reference to explore postcolonial identities on their own terms. As purely aesthetic art, music escapes its contextual meaning. The transcendental qualities of music render music a space where identities can be expressed irrespective of origin and politics of location. Thereby, music in the novels marks a very productive space to imagine the postcolonial nation and to rewrite imperial history, to express the cultural hybridity of characters in-between nations, to analyse the state of the nation and life in the multicultural diaspora of contemporary Great Britain, and to explore the ramifications of cultural globalisation versus cultural imperialism. Analysing music's cultural meaning and aesthetic value in relation to postcolonial identity, this thesis opens up new frames of textual and cultural analysis that help understand the postcolonial condition from the interdisciplinary perspective of word and music studies.

Dr. David Livingstone, the Victorian “missionary-explorer”, has attracted more written commentary than nearly any other heroic figure of the nineteenth century. In the years following his death, he rapidly became the subject of a major “biographical industry” and indeed he continues to sustain an academic industry as well. Yet, out of the extensive discourse that has installed itself around him, no single unified image of Livingstone emerges. Rather, he has been represented in diverse ways and put to work in a variety of socio-political contexts. This thesis interrogates the heterogeneous nature of Livingstone’s legacy and explores the plurality of identities that he has posthumously acquired. In approaching Livingstone’s “Lives” the methodology employed is that of metabiographical analysis, essentially a biography of biographies. This framework does not aim to uncover the true nature of the “biographee” but is rather concerned with the malleability and ideological embeddedness of biographical representation. The first chapter considers Livingstone’s own self-representation by critically analysing Missionary Travels, his best-selling travelogue. I argue that the text is more ambivalent than has hitherto been acknowledged and that its heterogeneity facilitated the diversity of Livingstone’s posthumous interpretations. The second chapter discusses Livingstone’s Victorian commemoration, exploring a body of hitherto unexamined remembrance literature, a wealth of obituaries and elegiac poetry. Focusing on a brief historical juncture, the year of his national memorial, presents an opportunity to reflect on some of the foundation stones of his legacy. The next chapter concerns itself with Livingstone’s imperialist construction, certainly his most persistent image. It discusses the way in which he was routinely re-presented in order to meet the evolving demands of empire. Yet, Livingstone was never constructed homogenously at any one colonial moment and so I argue that we should speak of his imperial legacies. The penultimate chapter considers the Scottish dimension of Livingstone’s reputation in a range of contexts, from the Celtic Revival to Kailyard. While some ignored his northern heritage, his national identity was of vital importance for others who used him to negotiate a Scottish national consciousness. The final chapter extends the concept of life-writing to include fictional portrayals of Livingstone. The focus here is primarily on postcolonial literature in which, as a cherished icon of empire, he became a focal point for critique and imaginative violence. The thesis contributes to the growing body of scholarship on life-writing and directs further attention to the changing nature and political efficacy of historical lives. Livingstone emerges as a site of competing meanings; the Victorian hero has himself become a colonised space.