This work explores the motivations of the two major parties in the civil war in the Vendée from 1793 to 1796. It suggests that traditional understandings overemphasize simplistic notions of the idealistic crusade; the Revolutionaries fought for Republican ideals, while the locals fought to defend traditional Catholicism. This thesis suggests that the major motive for both sides was a fight for survival that was framed and expressed in political and religious terms rather than motivated by them. The reason that these motives have been confused is a long misunderstood connection between the means of discourse, the structure of social values, and their connection to any individual’s perceived sense of safety, which suggests an ecological, or holistic, rather than a Manichaean framework.

It is hypothesized that Rex Hopper's model for the development of a South American political revolution will apply equally to the development of a social movement which is not a South American political revolution, namely, the Ku Klux Klan. The general purpose of this study was to test the generalizability of Hopper's model.

This thesis discusses the life and works of the Mexican novelist Mariano Azuela, who lived and wrote during the time of the Mexican Revolution.

archives@tulane.edu / Using newly discovered sources from Spanish and French archives, “Subjects of the King: Royalism and the Origins of the Haitian Revolution, 1763-1806,” re-examines the social, political, and cultural history of the Haitian Revolution. Specifically, I explore the royalist origins of the August 1791 slave revolts in the French colony of Saint Domingue that sparked the famous 1791-1804 Revolution. In addition to tracing the movements of multilingual border crossers of uncertain loyalty, I document a royalist counterrevolutionary movement that sought to destroy the republican ideals of the French Revolution and restore Louis XVI to the throne. The current scholarly consensus posits that important causal factors in igniting the revolts were French Republicanism and Enlightenment-era abolitionism. I do not refute these claims, but I contest their centrality, filling a historiographical void by pointing to royalism, a venerable phenomenon with African as well as European roots, as a counterintuitive emancipatory model. I show that Saint Dominguan revolutionaries were part of a long-entangled history on the shared island of Hispaniola within which African descendants acted as pivot points between the two colonies, often crossing the border and manipulating both French and Spanish institutions. In doing so, they fashioned a multifaceted royalist viewpoint that paradoxically depended on monarchical articulations of rights and freedoms. Ultimately, my study calls upon scholars to rethink the way in which the enslaved in Saint Domingue conceptualized freedom, challenging the assumption that royalism was a rigid historical counterpoint to Enlightenment ideals. / 1 / Jesus G. Ruiz

Demographic transition, population growth, demographic ageing - interrelations and development contexts at the regional level Abstract This thesis aims to examine how the timing and pace of the demographic transition correlated with the timing and pace of ageing at the regional level in Czechia and also to contribute to understanding the determinants and evolution of demographic transition, specifically mortality and fertility decline, and connect it with the population ageing. It is a common belief that ageing is the result of demographic transition, but there is a limited number of studies that investigate the interrelations between these two processes. The greatest challenge was the difficulty in comparing historical and current data caused by changes in the administrative division during 1868-2017. Thus, the recalculation of data was needed to analyse trends in mortality and fertility. 2011 statistical units at the level of districts were chosen as basic units for analysis. The data recalculation was preceded by the reconstruction of historical districts maps and population data estimation for intercensal periods. Data were recalculated using spatial overlays in GIS software and database processing operations both for population and vital statistics. This step was followed by the data analysis....

The political ideologies that Martí envisioned of an America free from the inherited yoke of European ideals were taken by Fidel Castro as an anti-imperialist discourse. Therefore, Marti’s political vision on the power that the United States began to carry out at the end of the 19th century and the beginning of the 20th century was an excellent strategy to establish the anti-imperialist character of the Cuban revolution. Since 1961, Castro set Martí as the face of his Marxist-Leninist ideology to institute his anti-American philosophy; Castro created a myth of Marti’s persona, and converted him into the bastion of his political ideology. As a result, Castro distorted the revolutionary ideas of Marti’s. Castro proposed his ideas out of context and portrayed the incorrect idea of this great thinker and poet. Martí’s human ethic and love for the independence of Cuba placed Martí as a liberator of revolutionary and progressive ideas of his generation. Martí was not thought as a dictator and never was a man who lacked democratic values. The expressed analytical assimilation of Martí on his sociopolitical and economic juncture that was presented in America and Cuba was used to trace the political anti-imperialist propaganda by the dictatorial regime lead by Castro. This thesis will emphasize the persona of Jose Martí as a revolutionary, visionary and educator of his generation, then it will present the incorrect interpretation of Marti’s ideology by Fidel Castro, as an ideal to embark his revolution. Finally, the differences of his ideas in contrast to the political and social ideology of the Cuban revolution will be explained.

The 2013–2014 Revolution of Dignity in the capital city of Kyiv was an overwhelming popular demonstration of the Ukrainian public’s desire for a western-oriented, democratic, and European future for Ukraine and its rejection of the Russian-oriented loyalties that have troubled the country since gaining independence in 1991. The western choice embodied by the revolution—which resulted in violent deaths, countless injuries, and the overthrow of the corrupt presidential regime—lingers in the form of memorials that serve not only as reminders of the violence, but as evidence of the continued affirmation of this choice. I argue that the sociological construction of the revolutionary Heavenly Hundred Heroes and the participatory commemorative practices dedicated to such demonstrate how memorialization can foster the transition away from the corrupt authoritarian past toward a democratic future through the promotion of civic engagement. I employ the perspective of memorialization paired with a post-colonial framework to explain how the revolution is remembered by the Ukrainian public, analyzing the key interactions between civic identity formation, hybridity, memory, sites of conscience, and transitional justice to demonstrate how commemoration strengthens the culture of democracy. The examination of three different types of memorialization—grassroots, official, and the site of conscience—demonstrates the different ways in which memorials serve as sites of discourse and engagement for Ukrainian society. The ongoing attempts at the reforms promoting transitional justice demonstrate that memorialization of the revolution, in strengthening the culture of civic engagement, helps promote democracy. In Ukraine, civic engagement fostered by memorials positions them as crucial components of transitional, post-colonial spaces. / Graduate

When our family relocated from South Africa to Abu Dhabi in the United Arab Emirates (UAE) in 2015, I was not prepared for the inception of my personal evolution. Stepping into a classroom as a mathematics teacher, after nearly a decade of being a self-sustainable entrepreneur, forced me to evaluate my motives for becoming a teacher, and shifted my focus to progress and the development of my own pedagogy. Just as I was finding my feet in the British international schooling system in the UAE, the coronavirus disease of 2019 (Covid-19) resulted in a global pandemic and forced all schools to close and roll out distance learning education systems. In turn, this led to a revolution in the teaching profession as I knew it. Both of these contexts paved the way of the title of the thesis: The (r) evolution of a miserable teacher – an autoethnography Autoethnography challenges the canonical manner in which research is conducted, allowing the researcher to use her personal experience (auto) to understand the cultural experience (ethno) better and describe (graphy) the results in narrative form. This might be an oversimplified definition of a complex journey of self-discovery and contextual understanding, but holistically even a definition can evolve. The use of a postmodern perspective throughout the thesis ensured that the data were not limited to a singular paradigm but were rather a culmination of what was relevant at the time of the research. Through reflective and reflexive data collection and construction techniques, a progressive and innovative data graph was developed to visually enhance the (r)evolution of the data description, analysis and evaluation. Conceptual metaphor theory allowed Les Misérables to be the framework and foundation for the data to be constructed. This study contributes to the teachers' collective by combining traditional paradigms in a new, brave, evolutionary way. A personal evolution through resilience and agility became evident through reflective and reflexive data and literature. Evolution is never-ending, but by becoming aware of the effects of personal growth, the process is elevated to a sustainable focus in everyday life. The evolution did not falter when Covid- 19 forced the education sphere to momentarily pause at a possible revolutionary turning point. Distance education allowed politicians, school developers and owners, curriculum writers, principals, school boards and managers, teachers and parents to re-evaluate methodologies, curriculum content and inclusion policies, as well as the everyday implementation of policies and procedures. Literature proves that a revolution was necessary and Covid-19 made this possible by funnelling our expectations into experience. The revolution is far from complete but, similar to evolution, awareness leads to improved practice. / Thesis (PhD)--University of Pretoria, 2021. / Humanities Education / PhD / Unrestricted

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