In this thesis I explore the relationships between post-secondary education in the field of international development, and the maintenance and practices of white settler-colonialism at home and abroad. My method is to search for recurring present and absent themes found in French and English course syllabi of the Canadian Master’s Program in Globalization and International Development of the University of Ottawa. Through search strings in 81 syllabi of four mandatory courses taught over an 8-year period, 2007-2015, I find that colonialism is little mentioned, and when it is, it is usually either as something of the past or something geographically distant. I conclude that, for students, academics and others to address settler-colonialism as an obstacle to decolonization, requires (1) acknowledging their current role in naturalizing settler-colonialism, (2) denaturalizing the logics of settler-colonialism, and (3) working to deliberately give up on white settler futures, while other futures (Indigenous futures) are flourishing through the process of decolonization. While this content analysis is only a small and possibly ungeneralizable example of higher education and its simultaneous potential for colonization and decolonization, it nevertheless represents an addition to the few applications of the theoretical field of settler-colonial studies and of its material implications.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/35156 |
| Date | January 2016 |
| Creators | Bazinet, Trycia |
| Contributors | Abu-Zahra, Nadia |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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