Une société hétéronormative reconnaît l’hétérosexualité, les sexes et les rôles de genre qui y sont traditionnellement associés comme seuls comportements socialement acceptables. En Martinique, ces rôles de genre sont incarnés par des personnages fictifs auxquels les individus se réfèrent dans leurs interactions. Cette fiction hétéronormative s’écrit autour de personnages légitimes qui respectent des normes assez contradictoires décrites par les études de genre aux Antilles (Réputation, Respectabilité, Matrifocalité) et elle se maintient grâce à la stigmatisation de personnages identifiés comme monstrueux. Dans un contexte où l’essentiel des îles indépendantes des Antilles conserve une législation coloniale hostile à l’homosexualité, le Makoumè est un personnage de sexe mâle au rôle de genre féminin et supposé homosexuel, qui définit en négatif le rôle de genre masculin. Dans un contexte judéo-chrétien et post-colonial, la Walpa structure les rôles de genre féminins en dessinant la limite de comportements incompatibles avec la Respectabilité. La recherche sur la marginalisation de ces personnages met en lumière les violences auxquelles sont exposées les personnes LGBTI en Martinique. Elle révèle aussi les souffrances causées par la stigmatisation du Makoumè et de la Walpa dans l’ensemble de la population, quelle que soit l’identité sexuelle des individus. Déconstruire les axiomes de l’hétéronormativité dans le cadre scolaire pourrait alors participer à la diminution des violences sexistes et homophobes générées par cette fiction. Cette hypothèse a été explorée dans le cadre d’une étude de terrain pionnière sur l’homophobie et le sexisme en milieu scolaire en Martinique. / A heteronormative society recognizes heterosexuality, gender and gender roles traditionally associated with it as the only socially acceptable behavior. In Martinique, these gender roles are embodied by fictional characters to which people refer in their interactions. This heteronormative fiction is written around legitimate characters who respect the quite contradictory norms described by the West Indies gender studies: Reputation, Respectability, Matrifocality. But it is maintained through the stigmatization of characters considered monstrous. In the context of the West Indies where most of the independent islands penalize homosexuality, Makoumè is a male character of feminine gender and supposed homosexual, which defines in negative the masculine gender. In a Judeo-Christian and post-colonial context, the Walpa structures feminine gender roles by drawing the limit of behaviors incompatible with Respectability. Research on the marginalization of these characters highlights the violence faced by LGBTI people in Martinique. It also reveals the suffering caused by the stigmatization of Makoumè and Walpa in the entire population, regardless of the sexual identity of individuals. Deconstructing the axioms of heteronormativity in the school system could then contribute to the reduction of the sexist and homophobic violence generated by this fiction. This hypothesis was explored in a pioneering field study on homophobia and sexism in schools in Martinique.

The purpose of this paper was to examine how ”the other” is portrayed in Joseph Conrad’s novel Heart of darkness from a postcolonial perspective. Thru this analysis determine if and in what way the novel may be beneficial to education surrounding postcolonial perspectives in the subject Swedish at upper secondary school. Thru close reading of the text focusing on the novels portrayal of “the other”, the analysis concludes that the novel gives a stereotypical and dichotomous picture rooted in the novels contemporary science and culture of the western world. The way “the other” is portrayed in Joseph Conrad´s Heart of darkness does not consist with the fundamental values of the Swedish upper secondary school. The analysis has concluded that the novels potential as an educational tool in the education surrounding postcolonial perspectives is limited due to it´s lack of non-European perspectives.

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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.