Academic literature on the topic 'Eurocentrism'

Denna uppsats utforskar hur lärare förhåller sig till och arbetar med eurocentrism. Syftet med studien är att beskriva och analysera hur lärare i samhällsorienterande ämnen på högstadietanvänder eurocentrism som perspektiv i utformandet och genomförandet av sin undervisning. Detta undersöktes genom semistrukturerade intervjuer som analyserades med hjälp av läroplansteori och frontlinjebyråkratteori. Resultatet visar att lärarna i låg grad förhåller sig till eurocentrism i sin undervisning. Ramfaktorer såsom lärarnas förkunskaper och läromedlens utformning påverkar i hög utsträckning lärarnas benägenhet att inte använda eurocentrism som teori i utformandet av sin undervisning. Vidare tolkar lärarna läroplanen som att det finns en intressekonflikt mellan skolans värdegrundsuppdrag som man menar kan ge stöd för att använda eurocentrism som perspektiv, och kursplanens centrala innehåll och kunskapskrav som man menar inte ger stöd för att använda eurocentrism som teoretisktperspektiv. Slutligen visar resultatet att lärarnas uppfattningar om eleverna påverkar hur lärarna arbetar med eurocentrism.

Conventional accounts of Eurocentrism tend not to recognise their own Eurocentricity. Critical theory mitigates this lack of historical reflexivity by disclosing the deep structures of Eurocentrism in the modern tradition of political and social theory and in the forms of modern social relations and social formation. 'Eurocentrism' tends to express negative judgements about the world and its representation from the perspective of civil sociality and its sense of commutative justice, and to point to distorted distributions of modem goods. That perspective is treated here as the ideologeme which provides the conceptual framework of the Eurocentric, 'Modem Imaginary'. This ideologeme it establishes the forms of civil sociality as transhistorical, universals. It also operates as an empirico-transcendent doublet, generating the tradition's contradictory and antinomial categorical structure. The Eurocentric nature of this contradictory structure is disclosed in terms of the critical realist conception of anthropic irrealism. A similar work of categorical transformation discloses the Eurocentric forms of the modem world system. Concretely, Eurocentrism emerges through the competitive universalisation of European (and neo-European) states; their tendencies towards the institution of transnational hegemony; and projects for the Europeanisation and/or functional subordination of the non-European. In terms of abstract social relations, Eurocentric universalisation tends to the creation of global social totalities mediated by the really abstract relations of civil society. A general account of the contradictions between the abstract and concrete dimensions of Europic social formation is provided with an interpretation of Marx's Capital in terms of real irrealism. Also, the epistemic and sociological critiques of Eurocentrism are drawn together as internally related dimensions of the Europic Problematic: the combined and uneven dialectical universalisation of the categories and forms of civil sociality. The implications for critical theory, meanwhile, are that it comes to be understood as critical-theoretical anti-Eurocentrism in contrast to the theoretical-Eurocentrism of traditional theory.

Vårt arbete handlar om Netflixserien Narcos (Chris Brancato, m.fl. 2015–. USA) och fokus ligger på de ideologiska teman som går att identifiera. Serien bygger på den verkliga historien om Pablo Escobar från Colombia som under 1980-talet blev en av världens mest ökända knarkhandlare. Vi får följa både Escobar och hans familj men mycket vikt ligger även på hur det amerikanska DEA (Drug Enforcement Administration) arbetar för att bekämpa den colombianska medellínkartellen.

A partir da análise de Um Filme Falado (2003), de Manoel de Oliveira, são discutidas questões relacionadas à historiografia, à narrativa histórica por meio do cinema, bem como à crítica do orientalismo, eurocentrismo, relacionado-as à historiografia lusa e à do Mediterrâneo. São levados em conta aspectos de outras obras do realizador português, em especial Non, ou a vã glória de mandar (1990). Para a interpretação da película são consideradas obras da historiografia e de análise fílmica, bem como da crítica ao orientalismo, promovendo um diálogo com a historiografia em especial aquela que aborda o Mediterrâneo, Portugal, observando aspectos da história ibérica moderna, as relações do Ocidente com o Oriente árabe islâmico, além de levar em conta aspectos historiográficos como os lugares de memória.<br>Beginning with the film analysis of A Talking Picture (2003), by Manoel de Oliveira, here are discussed several questions regarding historiography, historical narrative through cinema, as well as the critics of Orientalism, Eurocentrism, connecting them with Portuguese and Mediterranean historiographies. I take in consideration aspects of other works by the Portuguese director, especially No or the vain glory of command (1990). To proceed about the film interpretation are considered works from historiography and film analysis, as well as from the critic of Orientalism, promoting a dialogue with historiography especially the one that approaches the Mediterranean Sea, Portugal, observing aspects from Iberian history, the relations of West and Islamic East, and also considering historiographical aspects as places of memory.

Esta tese tem por objetivo contribuir para uma melhor compreensão do papel do eurocentrismo no pensamento educacional brasileiro. Para tanto orientado pela filosofia afrocêntrica de Abdias do Nascimento, Molefi Kete Asante, Marimba Ani e pelos trabalhos de Cheikh Anta Diop, Asa Hilliard, Carter G. Woodson e Wade Nobles realizamos uma crítica afrocentrada do pensamento educacional de Rui Barbosa, José Veríssimo, Fernando de Azevedo, Anísio Teixeira, Paulo Freire e Darcy Ribeiro bem como dos modelos educacionais defendidos e implementados por estes importantes pensadores da educação do país. Para reforçar esta crítica, este trabalho avalia a maneira pela qual a intelectualidade afro-brasileira compreendeu e reagiu aos sistemas de educação desenvolvidos por aqueles intelectuais. Nossa análise também mostrou que o modelo eurocêntrico de educação implantado no país tem como um de seus principais objetivos manter o poder e a hegemonia branca europeia. Em uma sociedade orientada e organizada pela ideologia da supremacia branca os não brancos descendentes de africanos e indígenas não têm poder, e desse modo, como conclusão deste trabalho, argumentamos que somente um modelo educacional quilombista (afrocentrado) é capaz de oferecer uma educação que atenda de modo satisfatório às necessidades dos afro-brasileiros.<br>This thesis aims to contribute to a better understanding of the role of Eurocentrism in the Brazilian educational thinking. For both guided by afrocentric philosophy of Abdias do Nascimento, Molefi Kete Asante, Marimba Ani and by the works of Cheikh Anta Diop, Asa Hilliard, Carter G. Woodson and Wade Nobles we performed an afrocentric review of the educational thought of Rui Barbosa, José Veríssimo, Fernando de Azevedo, Anísio Teixeira, Darcy Ribeiro and Paulo Freire and the educational models advocated and implemented by these important thinkers of education in the country. To reinforce this criticism, this work assesses the manner in which Afro-Brazilian intellectuals understood and reacted to education systems developed by those thinkers. Our analysis also showed that the Eurocentric model of education implemented in the country has as one of its main objectives to maintain the power and white European hegemony. In a society oriented and organized by ideology of white supremacy non-whites descendants of Africans and Indians have no power, and thereby, at the conclusion of this study, argue that only the quilombista educational model (afrocentric) is able to offer an education that meets satisfactorily the needs of Afro-Brazilians.

En el presente trabajo se estudian expresiones imperialistas en la novela Marianela de Benito Pérez Galdós, las cuales pueden apuntar a actitudes y posiciones ideológicas que formaban parte del contexto de la sociedad española de la época.  Mediante el análisis del discurso imperialista en la obra, esta investigación permite descubrir vestigios de los orígenes de la representación de otredad y de la configuración del otro como el periférico, así como también otros rasgos que pueden apuntar al carácter colonialista, tales como la violencia epistémica y la ambición de apropiación de la potencialidad de la fuerza del trabajo. Este estudio analiza los diálogos de la novela y concluye que en el discurso del personaje focalizador de Golfín se revela un ideal de subjetividad que apunta al caracterizado por el prototipo del nuevo sujeto burgués que trajo consigo la Modernidad y que a su vez es un discurso influenciado por constructos de subjetividad dibujados desde los ideales de la conquista, el eurocentrismo y la clasificación de los seres humanos en tanto a su adaptación o ausencia de la misma para con el ideal burgués.<br>Le présent document vise à étudier les expressions impérialistes dans le roman Marianela de Benito Pérez Galdós. Ces expressions peuvent évoquer des attitudes et positions idéologiques qui font partie du contexte dans la société espagnole à l’époque. À partir de l’analyse du discours impérialiste utilisé dans le roman, cette étude montre des traces des origines de l’altérité ainsi que d’autres indices qui pourraient montrer le caractère colonialiste tels que l’ambition pour l’appropriation de la force du travail et la violence épistémique dont l’analyse des dialogues du roman fait preuve.  La recherche a permis de conclure que dans le discours du personnage « Golfín » révèle un idéal de subjectivité qui pointe le modèle d’homme bourgeois que la modernité a entraîné avec elle. Tel discours est sous l’influence de la subjectivité esquissée dans les idéaux de la conquête, l’eurocentrisme et le classement de l’homme par rapport à son adaptation ou à l’absence de la même pour l’idéal bourgeois.<br>The following thesis studies the imperialist expressions present in the novel “Marianela” by Benito Pérez Galdós. These expressions may point to attitudes and ideological stands of the Spanish society of the time. Through analysis of the imperialist discourse in the novel, this investigation reveals vestiges of the origins of the representation of otherness and the configuration of the other as the peripheral, as a referent of otherness merged with the imperialist discourse of the time. It also reveals traits that may point to the colonialist character such as the ambition of the appropriation of the potentiality of the workforce and the epistemic violence found in the analysis of the novel’s dialogues. This study concludes that, within the discourse of the focusing character, Golfín, an ideal of subjectivity is revealed. This ideal points to the one characterised by the stereotype of the new bourgeois subject, who brings Modernity with him. At the same time, the discourse is influenced by the constructs of subjectivity drawn from the ideals of conquest, the Eurocentrism and the classification of the human being according to its adaptation, or lack of, to the bourgeois ideal.

Denna undersökning handlade om lärares attityder till eurocentrism i kurserna historia 1b och historia 1a1 i svensk gymnasieskola. Är undervisningen i dessa kurser eurocentrisk och tror lärare att en eurocentrisk undervisning kan påverka elever med annan kulturell bakgrund än svensk? Vilka faktorer styr lärares innehåll, planering och genomförande av kursmoment i historia 1b och historia 1a1? Hur kan lärare arbeta med utomeuropeiska perspektiv och fenomen i dessa kurser? Dessa är några frågor som diskuterades i denna undersökning.   Metodmässigt utgick undersökningen från intervjuer med sex yrkesverksamma lärare. Dessa lärare intervjuades med hjälp av några intervjufrågor och intervjuerna ämnade att se till deras tankar och attityder om ämnet i fråga.   Det framgår av undersökningen att de intervjuade lärarna till stor del såg sin egen undervisning som eurocentrisk. Flera lärare menade att undervisningen till övervägande del var eurocentrisk medan några menade att det rådde en ganska jämn balans mellan europeisk och utomeuropeisk historia. Flera av lärarna visade även en tro på att elever med annan kulturell bakgrund än europeisk kan påverkas av en eurocentrisk undervisning, i vilken utsträckning och vilken typ av påverkan som skedde fanns inget enhälligt svar. Avslutningsvis gav alla lärare flera exempel på hur lärare kan arbeta med utomeuropeiska perspektiv och fenomen i sin framtida undervisning.

Diplomacy is conventionally understood as an authentic European invention which was internationalized during colonialism. For Indians, the moment of colonial liberation was a false-dawn because the colonized had internalized a European logic and performed a European practice. Implicit in such a reading is the enduring centrality of Europe to understanding the logics of Indian diplomacy. The only contribution to diplomacy permitted of India is restricted to practice, to Indians adulterating pure, European, diplomacy. This Eurocentric discourse renders two possibilities impossible: that diplomacy may have Indian origins and that they offer un-theorised potentialities. These potentialities are the subject because combined they suggest that Indian diplomacy might move to a logic unknown to conventional approaches. However, what is first required is a conceptual space for this possibility, something, it is argued, civilizational analysis provides because its focus on continuities does not devalue transformational changes. Populating this conceptual space requires ascertaining empirically whether Indian diplomacy is indeed extra- European? It is why current practices are exposed and then placed in the context of the literature to reveal ruptures, what are termed controversies. The most significant, arguably, is the question of what is Indian diplomatic modernity? Resolving this controversy requires exploring not only the history of the revealed practices but also excavating the conceptual categories which produce them. The investigation therefore is not a history, but a genealogy for it identifies the present and then moves along two axes: tracing the origins of the bureaucratic apparatus and the rationales underpinning them. The genealogical moves made are dictated by the practitioners and practices themselves because the aim is not to theorize about the literature but to expose the rationalities which animate the practitioners of international politics today. The only means to actually verify if the identified mentalities do animate international politics is to demonstrate their impact on practice. It is why the project is argued empirically, in terms of the ‘stuff' of IR.