To see the other types of publications on this topic, follow the link: Eurocentrism.
Dissertations / Theses on the topic 'Eurocentrism'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Eurocentrism.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ström, Ellen. "Eurocentrism och undervisning : Lärares tankar och praktiker i arbete med eurocentrism som perspektiv." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-179387.
Full textAbstract:
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.
2
Hostettler, Nicholas D. "A critical theory of Eurocentrism." Thesis, SOAS, University of London, 2008. http://eprints.soas.ac.uk/28831/.
Full textAbstract:
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.
3
Martinez, Preza Juli, and Björn Hansson. "Eurocentrism i läromedel och undervisning : En översikt av forskningen kring förekomsten av eurocentrismi läromedel och påverkan på undervisningen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40207.
Full text
4
Eberhardsson, Karlsson Kevin, and Emilia Hellman. "Narcos och Eurocentrism : en postkolonial filmanalys." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-64888.
Full textAbstract:
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.
5
Contrera, Ximena Isabel Leon. "Um filme falado: a História e o Mediterrâneo na obra de Manoel de Oliveira." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-06122012-123348/.
Full textAbstract:
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.
6
Benedicto, Ricardo Matheus. "Afrocentricidade, educação e poder: uma crítica afrocêntrica ao eurocentrismo no pensamento educacional brasileiro." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29032017-161243/.
Full textAbstract:
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.
7
Levin, Sonia. "Cultura imperial y conciencia etnocentrista en la obra Marianela de Pérez Galdós." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148289.
Full textAbstract:
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.
8
Vlassopoulos, Kostas. "Unthinking the Greek polis : ancient Greek history beyond Eurocentrism." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615146.
Full text
9
Hasselqvist, Emil. "Lärarattityder till eurocentrism i historieundervisningen : En studie vid tre gymnasieskolor." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25252.
Full textAbstract:
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.
10
Datta-Ray, Deep Kisor. "The making of modern Indian diplomacy : a critique of Eurocentrism." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/7403/.
Full textAbstract:
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.
11
Nisancioglu, Kerem. "The Ottomans in Europe : uneven and combined development and Eurocentrism." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48353/.
Full textAbstract:
This thesis challenges the Eurocentric division of international history into distinct 'Western' and 'Eastern' strands by demonstrating the intensive historical interactivity between the Ottoman Empire and Europe. Addressing Weberian, Marxian and postcolonial inspired historiography, it seeks to overcome a series of interconnected binaries- East versus West, tradition versus modernity and inside versus outside- that characterise the one-sidedness of these approaches. This thesis argues that Uneven and Combined Development (U&CD) is a theoretical framework primed to overcoming precisely such partialities, and can therefore make an original contribution to Ottoman historiography. More specifically the thesis tackles problems in Ottoman historiography across three key junctures. Through a treatment of the origins of the Empire, I demonstrate that the Ottoman tributary state was a product of international determinations- a form of combined development. Analysing the Ottoman apogee of the sixteenth century, I argue that Ottoman geopolitical pressure on Europe created sociological conditions for that emergence of capitalism. Finally, I show that Ottoman decline was inextricable from the uneven and combined development of capitalism over the course of the long nineteenth century. These historical analyses offer distinct contributions to historical sociological debates around the 'tributary mode of production', the 'Rise of the West' and 'modernisation' respectively. Theoretically, I show that any historical study from a singular spatial vantage point will always tend to be partial. Instead, multiple vantage points derived from multiple spatio-temporal origins better capture the complexity of concrete historical processes. In presenting this argument, this thesis offers a theoretical reconstruction of U&CD as the articulation of spatio-temporal multiplicity in mode of production analysis, which overcomes the fissure between international relations and historical sociology. It thus extends the theory of U&CD onto the terrain of 'big questions' surrounding pre-capitalist social relations and capitalist modernity.
12
Bortoluci, José Henrique. "Pensamento eurocêntrico, modernidade e periferia: reflexões sobre o Brasil e o Mundo muçulmano." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-24112009-102949/.
Full textAbstract:
Na recente literatura em Ciências Sociais, o paradigma eurocêntrico da modernidade vem sofrendo ataques de diferentes naturezas. Entretanto, esse paradigma ainda fornece as categorias e formas de pensar hegemônicas para a análise sobre a modernidade e os obstáculos a ela, em sociedades periféricas. Este trabalho busca analisar o setor sociológico de uma estrutura de atitudes e referências eurocêntricas e as apropriações deste para a reflexão sobre os dilemas da modernidade, no Brasil e nas sociedades muçulmanas. A partir disso, busca-se avançar na crítica a esse paradigma eurocêntrico, por meio de um diálogo interparadigmática pós-colonial este entendida como um programa de estudos críticos à modernidade, elaborado a partir de um ponto de vista periférico. Por fim, pretende-se mostrar que uma série de elementos dessas abordagens antieurocêntricas estão presentes em análises históricas e sociológicas acerca da modernidade no Brasil e nas sociedades árabes e muçulmanas.<br>The Eurocentric paradigm of modernity has been suffering several kinds of attacks in the recent literature of Social Sciences. Nevertheless, such paradigm still provides the hegemonic categories and structures of thought for the reflection about modernity and the obstacles imposed to it in peripheral societies. This work intends to analyze the sociological sector of a eurocentric structure of attitudes and references, and the appropriations of such structure for reflections about the dilemmas of modernity, in Brazil and in Muslim societies. Furthermore, it intends to advance a criticism about that eurocentric paradigm, by means of an interparadigmatic postcolonial dialogue such a dialogue understood as a programme of critical studies on modernity, formulated from a peripheral point of view. Finally, this work tries to demonstrate that many elements of those anti-eurocentric approaches are present in historical and sociological analysis about modernity in Brazil and in Arab and Muslim societies.
13
Quinn, Barbara. "Counterpoint, an analysis of eurocentrism in Canadian native educational academic discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39585.pdf.
Full text
14
Behin, Roozbeh. "Somehow I can't think about graphic design without thinking about eurocentrism." Thesis, Konstfack, Institutionen för design, inredningsarkitektur och visuell kommunikation (DIV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6508.
Full text
15
Alves, Frederick Gomes. "A constituição disciplinar da história global e a superação de uma dicotomia no debate entre modernidade e pósmodernidade (1990-2010)." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7398.
Full textAbstract:
Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-06-01T18:46:04Z
No. of bitstreams: 2
Tese - Frederick Gomes Alves - 2017.pdf: 2201227 bytes, checksum: 5e45740016d24aeaad0facf22973c576 (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-06-02T11:04:41Z (GMT) No. of bitstreams: 2
Tese - Frederick Gomes Alves - 2017.pdf: 2201227 bytes, checksum: 5e45740016d24aeaad0facf22973c576 (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2017-06-02T11:04:41Z (GMT). No. of bitstreams: 2
Tese - Frederick Gomes Alves - 2017.pdf: 2201227 bytes, checksum: 5e45740016d24aeaad0facf22973c576 (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Previous issue date: 2017-05-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This work aims to present global history as a subfield of history. It constituted itself in the three
last decades incorporating the great issues of the final years of the twentieth century, and
seeking to understand also the significance of the events of the 2000s. Therefore, the object of
analysis is the global historiography produced between 1990 and 2010. The first chapter will
seek to analyze a set of works of this trend in order to present his outlines: tasks, sources,
methods, periodization and the strategies of narrative construction that capture and explain
globalization; thus exposing thematic preferences of the authors. The second chapter asks about
historiographical antecedents that led to the formation of this trend, and traces the history of the
tension between cosmopolitanism and parochialism in several historiographical traditions,
underlining the first’s suppression since the nineteenth century and its return in the second half
of the twentieth century in the current of world history, from where global history emerges. The
third chapter addresses the modernity/postmodernity debate documenting how it was present in
the formation of global studies in the 1980s and of global history itself in the 1990s. By
exposing the debate and analyzing its constitutive role in the trend of global history, it will be
possible to show how the latter overcame the dichotomies of the first, incorporating: the critique
of eurocentrism and of the nation-state – from postmodern thought; and fundamentally the
metanarrative as the mode of writing the history of humanity – from modern thought. Thus this
subfield of history recovers and actualizes a modern element through postmodern experience,
the result of which is a global metanarrative, more prepared to face the dangers of Eurocentric
and nation-state discourse, and more adequate to provide historical meaning in a globalized
world.<br>Trata-se de apresentar a história global como um subcampo da ciência histórica. Ela se
constituiu nas três últimas décadas, incorporando as grandes questões dos anos finais do século
XX, e buscando compreender também o significado dos acontecimentos dos anos 2000.
Portanto, o objeto de análise é a historiografia global produzida entre 1990 e 2010. O primeiro
capítulo buscará analisar um conjunto de obras dessa corrente a fim de apresentar seus
contornos: tarefas, fontes, métodos empregados, a periodização e as estratégias de construção
narrativa que apreendem e explicam a globalização; expondo assim as preferências temáticas
dos autores. O segundo capítulo pergunta pelos antecedentes historiográficos que levaram à
formação dessa corrente, e traça a história da tensão entre cosmopolitismo e paroquialismo em
diversas tradições historiográficas, sublinhando a supressão do primeiro desde o século XIX e
seu retorno na segunda metade do século XX na corrente da história mundial, de onde a história
global emerge. O terceiro capítulo aborda o debate modernidade/pós-modernidade,
documentando como ele esteve presente na formação dos estudos globais, na década de 1980,
e da própria história global, na década de 1990. Mediante a exposição do debate e a análise de
seu papel constitutivo na corrente da história global, será possível evidenciar o modo como esta
última superou as dicotomias do primeiro, incorporando: a crítica do eurocentrismo e do
Estado-nação – do pensamento pós-moderno; e, fundamentalmente, a metanarrativa como
modo de escrita da história da humanidade – do pensamento moderno. Assim, este subcampo
da história recupera e atualiza um elemento moderno através da experiência pós-moderna, cujo
resultado é uma metanarrativa global, mais preparada para enfrentar os perigos do discurso
eurocêntrico e do Estado-nação, e mais adequada para fornecer sentido histórico num mundo
globalizado.
16
Glans, Christofer, and Zeinab Hamie. "Historielärares syn på eurocentrism och mångkulturalism i kursplanen och i sin undervisning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40456.
Full textAbstract:
Under våra praktikplatser och vid en granskning av kursplanen i historieämnet har vi reagerat på att stora delar av det centrala innehållet är väldigt Europa-centrerat. Det står även att vi som lärare bör arbeta mer med ett mångkulturellt perspektiv i vår undervisning. Vi anser nämligen inte att detta perspektiv speglar sig i läroplanen. Våra huvudområden i examensarbete handlar om vad historielärare har för uppfattning om balansen mellan det eurocentriska och mångkulturella perspektivet i läroplanen. Utöver det hur historielärare beskriver balansen mellan det eurocentriska och mångkulturella perspektivet i sin undervisning. För att reda ut detta kommer vi förklara eurocentrism och mångkulturalism som begrepp och vad det finns för olika perspektiv av dem. Vi har valt att använda oss av en kvalitativ undersökning i form av intervjuer av historielärare för att få reda på deras attityder och tankar kring vårt valda område. Samtliga av våra informanter arbetar på mångkulturella skolor och vi kan på så sätt få en god inblick i hur dessa lärare ser på kursplanen och deras reflektioner kring sin egen undervisning. Resultatet av dessa intervjuer är enhälligt då samtliga informanter anser att kursplanen i historia är eurocentrisk och att en styrning krävs för att ha det mångkulturella perspektivet i beaktande i sin undervisning. Vidare visar resultatet att balansen mellan eurocentrism och mångkulturalism inom historieämnets kursplan och undervisning i många fall är svår att urskilja, både i kursplanen och i lärarens tolkning av kursplanen. Det är klart och tydligt att de intervjuade lärarna använder till stor del ett eurocentriskt perspektiv i sin historieundervisning vilket skapar en ojämn balans mellan eurocentrism och mångkulturalism.
17
Lund, Marcus. "Bilden av Kina i Svenska Läromedel : En Historiedidaktisk Studie om Bilden av Kina i Svenska Läromedel för Historia på Gymnasiet." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52170.
Full textAbstract:
China is seen as one of the world’s leading countries, especially when it comes to economic and political power. Even though China is a powerful country, the image of China and the country’s population is one of negativity and distrust. This has become especially apparent during the Covid-19 pandemic, where derogatory terms such as the “China virus” have been used and there has been an increase in violence against people from China and other Asian countries. Therefore, this essay aims to analyse how China and its population have been portrayed, and also how European interests have been depicted and valued, in Swedish course books for history in upper secondary school during the period 1903-2010. A critical discourse was applied as the theoretical approach, in order to examine what type of vocabulary was used in these course books and how different discourses were used to describe China and its population. The post-colonial terms orientalism and othering were also used to examine how, or if, the course books upheld a Eurocentric discourse in their depiction of China. The results of this study show that a majority of the course books that were analysed do uphold a Eurocentric point of view in their portrayal of China and other Non-European countries, and that this is most prominent in the course books that were published in the early 20th century, even though this did occur in the more modern course books as well. The results also show that the Chinese history is only made relevant when European countries are involved in some capacity and is therefore seldom depicted free from European influence.
18
Allen, Caroline Frances. "Power, identity and Eurocentrism in health promotion : the case of Trinidad and Tobago." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36320/.
Full textAbstract:
While health promotion is ostensibly concerned with the full range of processes through which people might control and improve their health, this thesis shows that existing approaches and the literature are limited by Eurocentrism, focusing primarily on the health concerns of Western people and obscuring those of others. Following literature review, the thesis examines the historical process of the formation of health promotion as a hegemonic discourse within the West. A worldsystem approach is then used to situate health promotion in a transnational structure, and to analyse health data from Trinidad and Tobago regarding the relevance of health promotion in the Third World. Fieldwork among non-governmental organisations (NG0s) in Trinidad examines interpretations of health promotion, drawing attention to areas of difference from hegemonic discourse and the symbolic identities invoked. Health problems in Trinidad and Tobago were found to be related to patterns and fluctuations in capital accumulation on a transnational scale, with problems usually associated with "modernisation" coexisting with diseases associated with "poverty". Health promotion strategies need to take account of how both production and consumption are structured globally. In their health promotion work, most NGOs blended elements of non- Western understandings, particularly in the area of spirituality, with hegemonic concepts grounded in biomedical science. The postcolonial concept of hybridity is used to analyse responses and resistance to Western discourse. Respondents maintained that spirituality enabled people to transcend racism and to enhance subjective well-being and control over health. The results highlight that to devise appropriate health promotion strategies means to respect difference, not by adopting a position of cultural relativism but by understanding how transnational relationships of power pervade relationships between cultures and affect health. Strategies should nurture the creative expression of local views, contesting the centralisation of knowledge and material resources for health within the West.
19
Ahmad, Khaled. "Varför väst men inte öst? – En studie om eurocentrism i läroböcker för historia." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28293.
Full textAbstract:
Denna studie handlar om eurocentrism i svenska läroböcker. Det analyserade verket är Epos – För gymnasieskolan från 2012, som kontrasteras mot de läroböcker som den tidigare forskningen analyserat. Utifrån en modell konstruerad utifrån anti-eurocentriska teoretiker, såsom Blaut, Amin och Hobson, undersöker jag huruvida läromedlet är att betrakta som eurocentristiskt i sin skildring av Mellanösterns, Kinas och Europas historia fram till 1700-talet. Metoden är en kvalitativ innehållsanalys med lingvistiska och idéanalytiska inslag. Utifrån min teoretiska modell har jag undersökt huruvida de förklaringar som ges till Europas dominans bär spår utav eurocentrism, samt om Kinas och Mellanösterns kulturer betraktas som aktiva i formandet av historien. Därtill har jag undersökt huruvida det antika arvet utgör en grund för konstruktionen av västvärlden och därigenom annekteras till Europa. Slutsatserna är att Epos i hög utsträckning utgår ifrån en eurocentrisk tolkning av historien och därmed osynliggör viktiga influenser, innovationer och andra betydelsefulla bidrag från icke-västliga kultursfärer. Dessutom skildras Antiken som grunden till den europeiska civilisationen och blir därigenom grunden till en europeisk identitet, något som utifrån den teoretiska utgångspunkten är att betrakta som eurocentriskt.
20
Hjälm, Veronica. "Eurocentrism och det internationella perspektivet : En studie av läroböcker i samhällskunskap för gymnasiet." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27223.
Full text
21
Lindgren, Sandra. "Eurocentrism and Hybridity in Xiaolu Guo’s A Concise Chinese-English Dictionary for Lovers." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30486.
Full text
22
Billman, Emelie. "Återstoden av postkolonialism : En analys av historiekunskapens läromedel." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43006.
Full textAbstract:
Detta arbete behandlar huruvida läromedlen Utkik 7-9 Historia och SO direkt historia ämnesboken, som används för historiekunskap i årskurs 7-9, följer läroplanens värdegrundsuppdrag om att främja det mångkulturella samhället eller indirekt motarbetar det. Fokus i den kvalitativa undersökningen av läromedlen är att studera utifrån vilka perspektiv utomeuropeisk historia berättas och om dessa perspektiv öppnar upp eller förhindrar utvecklandet av historiemedvetande och historisk empati, som således bör främja nutida mångkultur. Undersökningen har därför gjorts utifrån de två perspektivbegreppen eurocentrism och interkulturellt lärande, två ytterligheter när det gäller historieframställning och där interkultur arbetar mer i främjandet av mångkultur. Vidare sker en komparativ analys för att se om något av läromedlen gör ett bättre jobb i uppfyllandet av värdegrunden. För att ge bakgrund till arbetet används utdrag från Skolverkets hemsida samt från grundskolans läroplan. Undersökningsfrågorna baseras i olika typer av tidigare forskning utförd av Niklas Ammert, Lars Nyström (med flera), Peter Gran samt Maria Johansson. Resultatet av undersökningen visar att läromedlen inte lever upp till läroplanens krav eftersom de båda till övervägande del präglas av eurocentriska perspektiv snarare än interkulturella. Detta förhindrar således för elever att utveckla ett historiemedvetande och historisk empati.<br>This essay examines whether or not the textbooks Utkik 7-9 Historia and SO direkt historia ämnesboken, which both are used as teaching materials in compulsory school history (grades 7-9), meet the values of the curriculum concerning the support of a multicultural society. The qualitative study therefore investigates from which perspectives non-European history is described, and if those perspectives enable or prevent the development of historical consciousness and historical empathy, two qualities that benefit multiculturalism. Therefore, the examination has its foundation in the two perspective concepts eurocentrism and intercultural learning, which are each others opposites when it comes to historical representation. In short, intercultural learning has a bigger focus on embracing multiculturalism. A comparative analysis is also carried out to examine if one of the two textbooks do a better job fulfilling the values of the Swedish curriculum. Extracts from the compulsory school curriculum and from Skolverket's website will be used as background for the investigation. The survey questions are based on different research done byNiklas Ammert, Lars Nyström (and others), Peter Gran, and Maria Johansson. The result from the study shows that both textbooks fail to meet the requirements of the curriculum since they are predominantly characterized by a eurocentric perspective rather than an intercultural one. Therefore they also prevent students from developing historical consciousness and historical empathy.
23
Melo, Marcos Jose de. "Como se fossem insetos : África e ideologia no cinema contemporâneo." Universidade Federal da Paraíba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/6005.
Full textAbstract:
Made available in DSpace on 2015-05-14T12:23:14Z (GMT). No. of bitstreams: 1
arquivototal.pdf: 1923869 bytes, checksum: 4ab2a3c6ac5bbb0c3486c57d0e95fb17 (MD5)
Previous issue date: 2012-04-20<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The image of Africa in contemporary hegemonic film does not make up a mere object to be aesthetic appreciation or depreciation, and moreover, that image is a tangible indicator of a contemporary political practice whose roots are embedded in the Eurocentric colonial discourse of the nineteenth century. In this dissertation, the intellectual effort is directed towards showing the ways in which hegemonic contemporary cinema represents the African continent, what is done after a historical review of how this image of Africa was built by European intellectuals in the late nineteenth century , which served the interests invented this image, which supplied him with arguments legitimizing support and ways by which this image was popularized. At the end, is made a sketch of the bridge that connects the political situation of the late nineteenth century, which spawned the invention of Africa, the beginning of the century, which means that the image remains popular, and some considerations on the relationship between films and craft of the historian. More than mere curiosity or pursuit of scholarship, this dissertation is a conscious attempt to engage in a broad intellectual effort of decolonization of knowledge.<br>A imagem da África no cinema hegemônico contemporâneo não compõe um mero objeto passível de apreciação ou depreciação estética; para além disso, essa imagem é um dos indicadores palpáveis de uma prática política contemporânea cujas raízes estão fincadas no discurso colonial eurocêntrico do século XIX. Nesta dissertação, o esforço intelectual é direcionado no sentido de mostrar as maneiras pelas quais o cinema hegemônico contemporâneo representa o continente africano, após o quê é feita uma revisão histórica de como essa imagem da África foi construída pela intelectualidade europeia, em fins do século XIX, a que interesses essa imagem inventada atendia, quais argumentos legitimadores lhe forneceram sustentação e por quais modos tal imagem foi popularizada. Ao final, é feito um esboço da ponte que liga a conjuntura política do final do século XIX, que engendrou a invenção da África, à do início do século XXI, que faz com que aquela imagem permaneça popular, e algumas considerações sobre a relação entre os filmes e o ofício do historiador. Mais do que simples exercício de curiosidade ou erudição, esta dissertação constitui uma tentativa consciente de participar em um esforço intelectual amplo de descolonização do conhecimento.
24
Wester, Alina. "Européerna som världens herrar : En läroboksanalys kring etnicitet i historia för år 4–6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36375.
Full textAbstract:
Den svenska skolan är idag en kulturell mötesplats. Många av dagens elever har en annan kulturell bakgrund än svensk. Det mångkulturella samhället speglas dock inte i de läroböcker som används i historieundervisningen. Syftet med studien att undersöka om läroböcker i historia för år 4–6, skrivna efter år 2011 överensstämmer med det mångkulturella klassrummet. Studien genomfördes med en pedagogisk textanalys och har det hermeneutiska perspektivet som ansats. Genom textanalysen studerades tre läroböcker i historia för år 4–6. Studien visade att läroböckerna är eurocentriska och att representationen av de etniska grupperna som inte tillhörde Europa var väldigt liten. Läroböckerna framställer endast utomeuropeiska etniciteter när dessa grupper kommer i kontakt Europa.<br>Today the Swedish school is a meeting place for cultural diversity. A lot of today’s students have another cultural background than a Swedish one. The textbooks currently in use in today’s history education do not reflect the multicultural society that Sweden has today. The aim of this study is to study textbooks in history for grade 4–6, written after year 2011, to see if they conform to the multicultural classroom. The study was carried out through out a pedagogical text analysis and the theoretical approach is the hermeneutic perspective. Three textbooks for grade 4–6 were studied through the text analysis. The study shows that the textbooks were eurocentric and the representation of ethnical groups that did not belong in Europe was very small. The textbooks only presented non-european ethnicities when these groups came in contact with Europe.
25
Carlsson, Emma. ""Som vilken sagoberättelse som helst" : Fem lärare berättar om sin historieundervisning i mångkulturella klassrum." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Samhällsstudier och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36388.
Full textAbstract:
Samhället och skolan är idag en mångkulturell plats och i vissa klassrum har mer än hälften av eleverna utländsk bakgrund. Det finns en motsättning mellan det mångkulturella klassrummet och fokuseringen på den svenska historien i kursplanen i historia för årskurs 4–6. Identitetsutvecklingen kan försvåras för elever med utländsk bakgrund i och med att de inte får lära sig om sitt ursprung i skolan. Studiens syfte har därför varit att undersöka hur lärare anpassar undervisningen för att möta elevers identitetsutveckling utifrån elevernas etniska och kulturella bakgrund. Studien har en hermeneutisk teoretiska ansats. Genom semistrukturerade intervjuer med fem lärare som undervisar historia i årskurs 4–6 framkom det att lärarna främst anpassar arbetssätt efter elevernas språkliga svårigheter och inte deras bakgrund. Lärarna ser dock elevernas olikheter som en stor tillgång i undervisningen.<br>Today both society and school is a multicultural meeting place and in some classrooms more than half of the students have a foreign background. There is a divergence between the multicultural classroom and the focus on the Swedish history in the syllabus in history. The identity development can be hampered for students with foreign background if they don’t get to learn about their origin in school. The aim of this study has therefore been to examine how teachers adapt their teaching to meet pupils’ identity development based on the pupils’ ethnic and cultural backgrounds. The theoretical approach of the study is hermeneutic. Trough semi structured interviews with five teachers that teach history in grade 4–6 emerged that the teachers mainly adapt their teaching methods due to the pupils’ linguistic difficulties and they don’t adapt the content due to the students’ background. Though the teachers see the pupils’ differences as an access in the teaching.
26
Jassem, Andam, and Taufik Daud. "Afrikas befolkning i läromedelsböcker : En kvalitativ bildanalys." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413433.
Full text
27
Cho, Kisook. "A theory and practice of choreography towards overcoming Eurocentrism the case of South Korean dance /." Thesis, Online version, 2003. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.396642.
Full text
28
Alonso, Rafael Affonso de Miranda. "O nacionalismo no laboratório latino-americano: política, história e ideias." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8682.
Full textAbstract:
O estudo do nacionalismo como conceito e como prática política mostra que não se pode atribuir ao termo um significado unívoco. De fato, alguns autores procuraram ressaltar que o nacionalismo potencialmente cumpria um papel muito diferente nas periferias do Sistema Mundial, quando não oposto, ao que se verificava com maior frequência nos países centrais. Na América Latina e no Brasil, o nacionalismo só foi articulado de modo coerente nas primeiras décadas do século XX. Antes disso, em sua notação moderna, não se observou nenhuma tentativa de articulação desse tipo em sociedades que reproduziam, em larga medida, os esquemas herdados do colonialismo. O nacionalismo foi articulado de modo coerente na região quando esteve teórica ou politicamente ligado a um programa que visava integrar as parcelas majoritárias da população, historicamente excluídas, ao país. Essa tarefa foi vista como o passo essencial para, de fato, criar a nação e, por essa via, se observava uma forte articulação do nacionalismo com o anti-imperialismo. Por outro lado, o nacionalismo de matriz conservadora demonstrava pouca capacidade de sustentar de modo consequente os elementos que caracterizavam o que o nacionalismo poderia ser em países coloniais e ex-coloniais ou periféricos. Essa incapacidade se dava geralmente porque tais forças sociais conservadoras não podiam assumir compromissos mais amplos de integração, em função de seu caráter eminentemente antipopular. Assim, o nacionalismo assumia com frequência a face do ufanismo vazio e patrioteiro, ou o melindre com questões pontuais irrelevantes, ou ainda a mera utilização política de um conceito com ampla repercussão popular. Politicamente, a América Latina viveu seus ciclos nacionalistas por meio de governos policlassistas, com grande relevância de lideranças carismáticas que realizaram parcialmente as tarefas de integração e construção nacional em seus países. A tentativa de desqualificar essa experiência pela via do populismo parte de pressuposições teóricas esquemáticas e inadequadas que empobrecem a compreensão do processo histórico e político desses países. A atualidade, a relevância e o resgate contemporâneos do nacionalismo como teoria e como prática política passam pela busca de uma revisão profunda da ortodoxia epistemológica que se consolidou através de uma ótica eurocêntrica, cientificista e esquemática constituída no século XIX. Nos dias de hoje, o laboratório latino-americano do nacionalismo pode potencialmente assumir uma nova face, ao realizar sua mais antiga tradição e vocação, aquela que remete a um nacionalismo integracionista, de cunho regional, isto é, um nacionalismo internacionalista.<br>The study of nationalism as a concept and as a political practice shows that no univocal meaning can be attached to the term. In fact, some authors argue that nationalism possibly played a very different, if not opposite, role in the peripheries of the World System from what was often observed in central countries. In Latin America and Brazil, nationalism had not been articulated in a consistent manner until the first decades of the twentieth century. Prior to that, no attempts for such articulation were observed under its modern definition in societies that largely reproduced the schemes inherited from colonialism. Nationalism has been consistently articulated in the region when theoretically or politically linked to a program aimed at integrating the major sectors of the population, which had been historically excluded, into the country. This task was viewed as the essential step for the true creation of the nation and, through this way, nationalism was strongly linked to anti-imperialism. Conversely, the nationalism of conservative matrix showed little capacity to support, in a consistent manner, the elements that characterized what nationalism could be in colonial and ex-colonial or peripheral countries. This incapacity usually stemmed from the fact that such conservative social forces could not take on broader integration commitments due to their decidedly antipopular character. Thus, nationalism would often take on the face of the shallow, flag-waving jingoism, or grudges with specific irrelevant issues, or the mere political use of a concept of wide popular impact. Politically, Latin America experienced its nationalist cycles via cross-class governments that relied heavily on charismatic leaders who partly fulfilled the integration and nation-building tasks in their countries. The attempt to discredit this experience of populism stems from schematic and inadequate theoretical assumptions that undermine the understanding of the historical and political process in these countries. The current relevance and rescue of nationalism as a theory and as a political practice depend on a thorough review of the epistemological orthodoxy that was consolidated through a Eurocentric, scientistic, and schematic view originated in the nineteenth century. Today, the Latin-American laboratory of nationalism can potentially take on a new face to fulfill its ancient tradition and vocation, one that harks back to an integrationist nationalism of regional nature, i.e., internationalist nationalism.
29
Silva, Erick Vargas da. "Marxismo, Eurocentrismo e América Latina : uma análise a partir da obra de José Carlos Mariátegui." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172982.
Full textAbstract:
Esta pesquisa procurou investigar as tensões teóricas existentes entre o marxismo e o eurocentrismo, a partir de uma análise do pensamento marxista e latino-americano do peruano José Carlos Mariátegui. O eurocentrismo, ao generalizar a experiência europeia para o resto do mundo, produziu distorções e legitimou desigualdades com múltiplas e variadas incidências. Mesmo o marxismo, a mais radical das críticas ao sistema capitalista, reproduziu o problema do eurocentrismo, principalmente na sua versão hegemônica. A América Latina, como continente de enunciação de um marxismo periférico, teve em Mariátegui o primeiro pensador marxista a realizar este desafio. Seu pensamento apresenta aspectos inovadores, provocativos e atuais, ainda que não livre de limites. Ao explorar esta questão controversa, o presente estudo buscou assim analisar a dinâmica de penetração e ruptura do eurocentrismo dentro do próprio campo marxista, principalmente pela sua versão periférica e latino-americana, personificada na obra original de José Carlos Mariátegui.<br>The present study examines the theoretical tensions between Marxism and Eurocentrism through the Peruvian thinker José Carlos Mariátegui. The great problem of Eurocentrism is its ability to generalize the European experience to the rest of the world and promote inequality regards the non-hegemonic knowledge and thinking. Even the Marxism, the most important critic to capitalist system, was able to reproduce the problem of Eurocentrism in its hegemonic version. José Carlos Mariátegui was the first thinker to consider this challenge in Latin America, which is an important continent of enunciation of peripheral Marxism. The richness of Mariátegui’s thinking brought to Marxist field innovative and current aspects, even with limits. The present study sought to demonstrate the controversial question about the reproduction and rupture of Eurocentrism within Marxism, mostly in the original and Latin American Marxism of José Carlos Mariátegui.
30
Lindström, Ingrid. "Väst och ”de Andra” : En kritisk diskursanalys av ett antal svenskspråkiga artiklars medierapportering om terroristen och islam." Thesis, Södertörn University College, School of Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3858.
Full text
31
Johnsson, Mats. "Västerlandet i historieläroböcker : En studie av hur historieläroböcker på gymnasiet skildrar Västerlandet jämfört med den övriga världen." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201963.
Full textAbstract:
Syftet med denna studie är att undersöka hur historieläroböcker på gymnasiet skildrar Västerlandet jämfört med övriga världen. Läroböckerna är en viktig kunskapsförmedlare i skolan, särskilt i ämnet historia. En kritisk lingvistisk metod har använts för att studera relationen mellan Västerlandet och den övriga världen i historieläroböcker och upptäcka perspektiv och ideologiska budskap som inte är uppenbara från början. Resultatet visar att de icke västerländska samhällena får väldigt liten plats i historieböckerna vilket gör att många centrala världshistoriska skeenden inte berättas och boken blir då delvis eurocentrisk genom att de centrala världshistoriska ögonblicken för det mesta tillskrivs Västerlandet. Eurocentrisismen upprätthåller Västerlandets hegemoni genom att förfalska en historia som påpekar västs skiljaktigheter mot Österlandet. De undersökta historieläroböckerna kan sägas upprätthålla Västerlandets hegemoni genom att undvika att skildra historia om Österlandet. Läroböckerna tillskriver även felaktigt världshistoriska ögonblick till Västerlandet vilket forskare menar är typiskt för en eurocentrisk historieberättelse. Exempelvis den industriella revolutionen i Storbritannien, jordbruksrevolutionen i Europa under medeltiden och upptäckten av och resandet runt Afrika är något som enbart hänförs till Västerlandet istället för att även Österlandets betydelse påpekas. De undersökta läroböckerna förmedlar inte en mångsidig historia vilket försvårar skolans arbete med olikheter och mångfald. Historieundervisningen behöver något eller någon som kan problematisera och komplettera innehållet i böckerna för att ge en mer korrekt och mångsidig bild av historien. Vid en jämförelse av resultaten av analysen av de undersökta läroböckerna med tidigare forskning ger denna studie ändå stöd åt tesen att historieläroböckerna i mindre utsträckning än tidigare är eurocentriska och att läroböckerna långsamt anpassas till modern forskning, åtminstone när det gäller eurocentrism.
32
Morghult, Emilia. "Att skildra oss och dem : Hur de abrahamitiska religionerna framställs i svenska läromedel." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-203309.
Full textAbstract:
Syftet med denna uppsats är att undersöka hur de abrahamitiska religionerna framställs i fyra läromedel i religionskunskap för gymnasiet, analysera likheter och skillnader mellan äldre och nyare läromedel samt analysera hur eurocentriska/orientalistiska och kristocentriska perspektiv tar sig uttryck i texterna. Mitt material bestod av fyra läroböcker i religionskunskap för gymnasiet. Som metod använde jag mig av diskursanalys, vilken även fungerade som en teoretisk utgångspunkt. Övriga teoretiska begrepp som jag använde som analysverktyg är orientalism, eurocentrism och kristocentrism. Analysen av läromedlen visade att framställningarna av såväl judendomen som islam uppvisade ett orientalistiskt/eurocentriskt och kristocentriskt synsätt. Samma förhållande rådde i framställningarna av kristendomen. I läromedlen betraktades kristendomen som norm, vilket ledde till att kristendomen beskrevs ur ett inifrånperspektiv medan judendomen och islam i stor utsträckning beskrevs ur ett utifrånperspektiv. Samtidigt förknippades kristendomen genomgående och ensidigt med västvärlden medan judendomen och islam huvudsakligen representerade Mellanöstern, trots att samtliga dessa religioner idag är spridda över stora delar av världen. Den tydliga uppdelningen i väst och öst resulterade i ett ”vi och de”-perspektiv där ”vi” utgjordes av västerländska kristna och ”de” av judar och muslimer i andra, främmande, exotiska delar av världen. ”De” är allt som ”vi” inte är. Detta motsatsförhållande i kombination med generaliseringar och ordval i texterna fick judendomen och islam att framstå som främmande och annorlunda, även i de fall då i synnerhet islam beskrevs ur en svensk kontext. De fyra läromedlen uppvisade fler likheter än skillnader, vilket innebär att kristendomen haft en framskjuten plats i läromedel redan innan skolreformen 2011. De nyare läromedlen uppvisade dock en större medvetenhet kring kristocentriska perspektiv och försökte i högre grad beskriva judendomen och islam ur ett inifrånperspektiv, genom att i större utsträckning använda begrepp som anhängare av dessa religioner själva använder istället för kristna begrepp.
33
Björnberg, Martin. "Andrafiering i läromedel : Kartläggning av läromedel ur en postkolonial teori." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28189.
Full textAbstract:
Skolverket och styrdokumentens värdegrund formulerar vikten av att problematisera exkluderande faktorer mellan olika kulturer och etniciteter i skolan. Hur bemöter läromedel det uttalade målet? Syftet med studien är att undersöka förhållandet mellan Vi och De i läromedel och därmed hur framställandet konstrueras och bidrar till en andrafierande diskurs. Innehållsanalysen utgår från en kritisk textanalys i form av postkolonial teori där språkliga mönster, variationer och dolda budskap analyseras. För att bemöta studiens syfte formas kartläggningen kring att belysa hur icke-europeiska kulturer i läromedel i historia framställs. Vidare delas de icke-europeiska kulturerna upp i Afrika och Asien. Resultatet visar att båda läromedlen, i olika grad, förmedlar en eurocentrisk utformning som skapar och befäster redan existerande fördomar om den Andre.
34
Lind, Johan. "Icke-västerländsk historia i det gymnasiala klassrummet. : Lärares syn på den icke-västerländska historians plats i undervisningen och vad som påverkar den platsen." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-221589.
Full textAbstract:
Syftet med denna studie var att analysera lärares hur lärare förhåller sig till den icke-västerländska historians plats i det gymnasiala klassrummet. Frågeställningen delades upp i fyra frågor. Datainsamlingen skedde genom semistrukturerade samtalsintervjuer av tre historielärare. Detta gjordes med en fenomenografisk ansats för att undersöka lärarens syn på icke-västerländsk historia. Bearbetningen av texten gjordes genom en interaktiv process och analysen som amvändes i studien var en meningskoncentrerad analys, med självförståelse som tolkningskontext. I diskussionen diskuteras resultatet och analysen genom den eurocentriska dikotomin. I resultatet beskrivs den icke-västerländska historian som inte lika viktig som den västerländska. Det råder dock oenighet mellan lärarna om den faktiska plats som denna nyss nämnda historia är tillräcklig eller inte. I frågan om vilka händelser som prioriteras finns det en enighet om att den icke-västerländska historia behandlas oftast då Västerlandet är i kontakt med den. Den icke-västerländska historian undervisas också genom andra upplägg såsom tematiseringar, Pm, diskussioner eller korta redovisningar av läraren. I frågan som berör faktorer som påverkar undervisningsinnehållet blir ämnesplanen, elevsammansättning och den faktiska kunskapen och intresset hos läraren de faktorerna som lärarna anser påverkat dem. Två lärare tolkar ämnesplanen som en motståndsfaktor till icke-västerländsk historia, samtidigt som alla menar att ämnesplanen inte uppmuntrar till mer icke-västerländsk historia. Elevsammansättning var en stor faktor då fler elever med utomeuropeiska rötter desto mer icke-västerländsk historia i undervisningen. Kunskapen hos i sin tur hade en negativ effekt på mängden icke-västerländsk historia om lärare själv ansågs att hen hade liten kunskap om just den historian. Konklusionen var att den ickevästerländska historians plats anses vara för liten. Avgörande faktorer som påverkar synen är kunskap och intresse men även av ämnet. Den västerländska historian ansågs ha en större plats för att den ligger oss närmare kulturellt och geografiskt.
35
Stjärnqvist, Christian. "Sveriges och Europeiska Unionens biståndspolitik : En jämförande idéanalys ur ett postkolonialt perspektiv." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34862.
Full textAbstract:
The main aim of this study is to examine the development policies of Sweden and the European Union from a postcolonial perspective. Sweden and the European Union are increasingly coming to be viewed as normative powers rather than military powers. So how does the colonial past of the western societies affect the policies of today? Are there any signs of the power structures of the past, and if so, how are these power structures manifested in the development policies of today? Since both Sweden and the European Union have come to be viewed as normative powers they are compared with each other to highlight their similarities and differences. The results of the study shows that both Sweden and the European Union can be seen as carriers of western values and interests. These values and interests are manifested in their development policies. The analysis also shows that a lot of the colonial power structures exist today though often in other shapes or forms. A postcolonial take on development policy enables us to critically examine the underlying intentions of both actors. Further more it enables us to identify and examine power structures in effect in the international politics.
36
Nigh, Amy. "Genealogy Through the Decolonial Turn: Cultivating Critical Attitudes." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23789.
Full textAbstract:
This thesis offers a reconsideration of the contentious relationship between Michel Foucault and postcolonial thought through the decolonial turn, by interpreting critique as attitude. The discussion of continuity in Foucault’s work on subjectivity, between his genealogical and ethical periods, leads to an understanding of critical attitude as a mode of critique and self-critique that depends on genealogy as a method of historical inquiry. Meanwhile, the shift away from European modes of rationality described by the decolonial turn in philosophy, proposes an approach to social transformation and the dismantling of Eurocentrism through understanding critique as operative in terms of the decolonial attitude. A comparison of these two attitudes as modes of critique provides common ground for the recognition of their mutual compatibility as techniques for reinterpreting history that also work in the service of contending with coloniality.
37
Ochayon, Avishag. "Var är min historia? -En studie om eurocentrism i klassrummet och elevers egna upplevda historiska frånvaro." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75124.
Full textAbstract:
This paper deals with students’ perceived lack of history in the history teaching at a particular school in a medium-sized Swedish city. Based on previous research, mainly by Vanja Lozic who deals with similar identification problems among students and curriculum research, the question is answered: How do the students in the study experience their cultural representation in the history teaching and how does the actual representation appear in their textbook? With help of student surveys and an analysis of the textbook Perspektiv på historien 1b, based on the theoretical tools of eurocentrism, orientalism and history use, the result of the study concludes that the majority of the students who participated in the study experience a lack of history when the school, curriculum and textbook are embossed of eurocentrism.
38
Siracusa, Gabriel Pietro. "Marx e o colonialismo." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8131/tde-27082018-150933/.
Full textAbstract:
Teria sido Marx um pensador inescapavelmente eurocêntrico? Como Marx pensou o colonialismo? Qual sua análise a respeito de formações sociais ditas periférias? Esta dissertação pretende propor algumas respostas para estas questões. Para isso, acompanhamos as idas e vindas do autor em textos sobre a colonização britânica na Índia, na China e Irlanda. Como ponto de partida de nossa análise, seguimos o princípio metodológico de observar como as lutas sociais impactaram o filósofo alemão. Mostramos que seu pensamento político está intimamente ligado a seu contexto histórico. Marx é interpelado pelas lutas dos povos periféricos e responde a elas. Sua reflexão se constitui, assim, em um pensamento-luta. Com efeito, a alcunha também serve para descrever outra face do filósofo: seu profundo engajamento com essas mesmas lutas. Se Marx se deixou contaminar por elas foi porque ele se encontrava envolvido, seja diretamente no caso da Irlanda , seja indiretamente no caso de Índia e China, se solidarizando com a luta do povo oprimido. Nessa chave, observar o percurso da análise do filósofo a respeito do colonialismo implica um olhar duplo: por um lado, teremos de percorrer suas inflexões teóricas que se manifestam em suas análises conjunturais; por outro, é preciso observar sua mudança de postura para com os povos outros todos aqueles com os quais Marx não se identifica a princípio, sejam indianos e chineses (orientais), russos (eslavos) ou irlandeses (celtas). Espera-se, com isso, evidenciar algumas mudanças na visão do autor, que irá, progressivamente, se des-europeizar, assumindo uma concepção de história multilinear e estabelecendo uma crítica contumaz do colonialismo. Destacamos no decorrer da pesquisa alguns momentos-chave dessas mudanças: 1857-1858 para a Índia e a China, 1867 para a Irlanda e os textos do fim da vida, sobre a Comuna Russa. Estes, considerados uma espécie de culminação desta nova visão de Marx sobre a história, são analisados em nossa conclusão, de modo a marcar a perspectiva marxiana final. Por fim, procuramos defender, a partir desta nova posição encontrada, a possibilidade de um diálogo mais profundo entre a obra de Marx e o chamado pós-colonialismo. Dado que a posição de Marx com relação ao colonialismo e ao capitalismo irá se modificar no decorrer de sua vida, movendo-se em um sentido mais crítico, indagamos se não haveria a possibilidade profícua de, por meio de um diálogo com a perspectiva marxiana, reconectar a teoria pós-colonial à crítica do capitalismo contemporâneo.<br>Had Marx been an inescapably Eurocentric thinker? How did Marx think colonialism? What is his analysis about so-called peripheral social formations? This dissertation intends to propose some answers to these questions. Thus, we follow the comings and goings of the author in texts on British colonization in India, China and Ireland. As a starting point for our analysis, we follow the methodological principle of observing how social struggles affected the German philosopher. We show that there is a connection between his political thinking and the historical context. When challenged by the struggles of the peripheral peoples, Marx responded to them and thence reelaborated his theories. His reflection thus constitutes a \"thought-struggle\". In fact, the label also serves to describe another face of the philosopher: his deep commitment to these same struggles. If Marx allowed himself to be contaminated by them, it was because he was involved, either directly - in the case of Ireland - or indirectly - in the case of India and China, in solidarity with the struggle of the oppressed people. For this reason, to observe the course of the philosopher\'s analysis of colonialism implies a double look: on the one hand, we will have to go through his theoretical inflections that show themselves in his conjuncture analyzes. On the other hand, it is necessary to observe the change of attitude towards the \"other\" peoples - all those with whom Marx does not identify at first, whether Indian or Chinese (\"oriental\"), Russian (Slavic) or Irish (Celtic). It is hoped, therefore, to point out some changes in the author\'s vision, which will progressively \"de-Europeanize\", assuming a multilinear conception of history and establishing a contumacious critique of colonialism. In the course of our research, we highlight some key moments of these changes: 1857-1858 for India and China, 1867 for Ireland and the texts of the end of his life, on the Russian Commune. These specifically are considered a kind of culmination of this new vision on history, and therefore are analyzed in our conclusion, in order to mark the final Marxian perspective. Finally, we try to defend, from this new perspective, the possibility of a more fruitful dialogue between Marx\'s work and the so-called post-colonialism. Since Marx\'s position on colonialism and capitalism will change over the course of his life, moving in a more critical sense, we ask whether there would be no fruitful possibility of, through a dialogue with the Marxian perspective, reconnecting postcolonial theory with the critique of contemporary capitalism.
39
Barbosa, Muryatan Santana. "A África por ela mesma: a perspectiva africana na História Geral da África (UNESCO)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-09012013-165600/.
Full textAbstract:
Esta tese traz uma análise da perspectiva africana na coleção História Geral da África (UNESCO). Para isto, baseia-se no exame da história institucional do projeto que lhe originou e da escrita da história ali presente, em seus oito volumes. Tais considerações levaram a definição da perspectiva africana como uma perspectiva que privilegia os fatores internos ao continente, em oposição aos externos, na explicação histórica, científica, da África. Ademais, constatou-se que esta perspectiva se diversifica, na História Geral da África (HGA), em três abordagens complementares da história da África: a) regionalismo; b) difusionismo intra-africano; c) sujeito africano. A partir de tal investigação, reflete-se sobre algumas consequências teóricas e metodológicas que tal perspectiva africana traz para uma visão científica contemporânea e tendencialmente pós-eurocêntrica da história da África.<br>This thesis presents an analysis of the African perspective in the project General History of Africa (UNESCO). It examines the institutional history of the project and the writing of history in this collection of eight volumes. Such considerations have led to the definition of the African perspective as a perspective that focuses on the internal factors of the continent, as opposed to external ones, in its scientific explanation of Africa history. In addition, this study concluded that this perspective unfolds into three complementary approaches of the General History of Africa (GHA): a) regionalism b) intra-African diffusionism c) African subject. This analysis provides the basis for a discussion on some theoretical and methodological outcomes that such an African perspective brings to a scientific view on the history of Africa that is contemporary and potentially post-Eurocentric.
40
Gunnarsson, Martin. "Från träldom till trafficking : framställningen av slaveri i ett urval av historieläroböcker för grundskolans senare del." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-13819.
Full textAbstract:
Föreliggande studie undersöker hur ett urval av historieläroböcker för årskurs 7-9 inom den svenska grundskolan behandlar fenomenet slaveri från förhistoria till nutid. Syftet med studien är att analysera hur slaveri och slavhandel beskrivs och förklaras i ett urval svenska historieläroböcker avsedda för grundskolans senare del, och vilka former av historiebruk som kan utläsas ur dessa beskrivningar och förklaringar. Fokus ligger på fyra aspekter: hur förklaras slaveriets uppkomst, dess vidmakthållande, dess konsekvenser för individ och samhälle, samt slaveriets upphörande. Den tillämpade metoden är läromedelsanalys från ett funktionellt perspektiv med historiedidaktisk ansats, och med fokus på historiebruk efter en typologi framtagen av historieprofessorn Klas-Göran Karlsson. Resultatet visar att tre av de fyra undersökta läroboksserierna inte gör några ansatser till att försöka förklara hur slaveriet som fenomen kan ha uppstått. Vidmakthållandet och konsekvenserna av slaveriet förklaras ur ekonomiska- och nyttoperspektiv med få andra perspektiv representerade. Slaveriets upphörande förklaras genom legislativa beslut på ett sätt som begränsar möjligheten till diskussion av nutida relaterade fenomen som trafficking, skuldslaveri och sexslaveri. Resultatet påvisar även ett övergripande eurocentriskt narrativ i de undersökta läroboksserierna.
41
KHO, Tung Yi. "Eurocentrism, modernity and Chinese sociality : an ethnographic study of everyday socio-cultural life in new-millennium China." Digital Commons @ Lingnan University, 2014. https://commons.ln.edu.hk/cs_etd/22.
Full textAbstract:
This dissertation seeks to contribute to our understanding of Eurocentrism, Modernity,and their impacts on traditional Chinese cultural formations. It is based on ethnographic research conducted in Shenzhen, South China and Qinghai, West China, and explores the impacts of Chinese modernization on everyday forms of sociality.
I conceive of Eurocentrism foremost as an Ontology, a mode-of-being grounded in a cosmology about the nature of reality and human being-and-becoming in the world. I argue that because Eurocentrism is an ontology predicated on materialism and individualism - “matter” being the basis of reality and the “individual”, the fundamental unit of society, respectively - it was able to manifest materially and to spread by way of coloniality. Its perpetuation was justified by two interrelated premises: that the West in being Modern was the avant-garde of progress and, concomitantly, that the history of the West should be the fate of all humanity. It is on the pretension of being Modernity’s progenitor, along with its corollary of the Modern being Universal, that Eurocentrism was materialized as an ontology throughout the globe. Because of Modernity’s historical imbrication with the West, one cannot speak of Modernity without implicating Eurocentrism and vice versa.
The ideologies of Euro-Modernity have permeated the Chinese social fabric since the colonial encounters of the 19th C. The depth of their penetration renders the desire for Modernity in China today ubiquitous: being modern is verily the mark of progress. But since the Modern is of Eurocentric provenance, involving a certain cultural ontology that was itself the result of a momentous religio-cultural revolution in the West, my research is animated by the following query: How and to what extent has the Eurocentrism implied in Chinese modernity transformed traditional forms of Chinese sociality? My research thus consists of an ethnographic study of contemporary Chinese cultural change, examining Modernity’s impact on the most fundamental aspects of Chinese culture today: its forms of sociality.
My studies in Shenzhen and Qinghai reveal that while much of Chinese life has adopted the standard ideologies and practices of Modernity, rich socio-cultural practices of communality and kinship remain. These practices of sociality are a crucial cultural resource making possible the felicities of everyday Chinese living. They stabilize and sustain Chinese socio-cultural life as it is confronted by the de-culturing effects of Modernity. This insight is noteworthy since it challenges the ubiquitous faith that becoming Modern will yield a better life in some hoped-for future, mostly by material progress. Against this, my findings suggest that the “better” life in China is already attainable in the here-and-now, inhering not in greater material progress but in the nourishment of the relations that have traditionally bound kith and kin. Hence, life’s meaning does not reside in the domain of matter, as per the illusion of Modernity; it is found in the ineffable realm of moral economy and sociality: in the mutuality-of-ourbeing. This insight harbours potential, for if acted upon, offers up all peoples the possibility of a human future beyond the monoculture of Modernism.
42
Alejandro, Audrey. "La thèse de la domination occidentale face à l'épreuve de la réflexivité : "nous" et les chercheurs indiens et brésiliens en Relations internationales." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0445/document.
Full textAbstract:
Cette recherche interroge le problème auquel se trouvent confrontés les chercheurs qui, en Relations Internationales, dénoncent la domination « occidentale » au sein de cette discipline. Afin de promouvoir le dialogue et la diversité à l’échelle globale, ils défendent l’intérêt d’une démarche réflexive contre les pratiques de fermeture et de hiérarchisation exercées, selon eux, par les chercheurs « mainstream » « positivistes ». Vingt ans après les débuts du programme réflexiviste cependant, l’émergence d’une autocritique sème le doute sur les capacités de ce projet à produire une alternative aux pratiques académiques qu’il dénonce: les chercheurs réflexivistes en Relations Internationales reproduisent-ils la « domination occidentale » qu’ils révoquent ?Pour mener à bien cette recherche, nous avons analysé la publication internationale en Relations Internationales comme une situation d’énonciation à laquelle nous participons en tant que chercheuse réflexiviste. Une enquête socio-historique, menée sur l’internationalisation des chercheurs en RI en Inde et au Brésil, ainsi que l’analyse de différents corpus composés des discours des agents sur lesquels portent notre enquête (les chercheurs « réflexivistes », les chercheurs « mainstream », et les chercheurs indiens et brésiliens), représentent nos sources principales.Conformément aux soupçons formulés par l’autocritique, notre travail met en avant l’eurocentrisme de la thèse de la domination occidentale. Il révèle en outre la naturalisation particulière des rapports sociaux produits par le réflexivisme du fait de son ambition émancipatrice. Cependant, contrairement à cette critique de la critique, nous percevons comme un point positif la prise en compte, par les réflexivistes, de leur participation aux processus de hiérarchisation académique. En effet, notre expérimentation montre que l’acceptation de notre participation aux rapports sociaux que nous étudions a représenté la condition nécessaire pour transformer nos propres rapports sociaux, dans le sens de la diversité et du dialogue académique que nous recherchons<br>This research focuses on the problems faced by International Relations scholars who denounce the « Western »-domination of their discipline. In order to promote academic dialogue and diversity, they defend the use of reflexivity against the parochial and discriminative practices allegedly conducted by those they designate as the « mainstream » « positivist » literature. Twenty years after the beginning of the movement, self-criticisms have emerged among the reflexivists. This self-critical appraisal suspects reflexivism of not being able to produce an alternative to the academic practices it denounces; are reflexivist scholars merely reproducing the « Western-domination » they denounce?In order to complete this research, I have analysed International Relations international publication processes as a situation of utterance in which I participate as a reflexivist researcher. A socio-historical investigation on the internationalisation of International Relations in Brazil and India, as well as a textual analysis composed of the discourses of the different academic groups under investigation (the reflexivists, the « mainstream », and the Indian and Brazilian International Relations scholars) represent my main sources of analysis. In accordance with the self-criticism suspicions, my research puts forward the eurocentrism of the « Western-domination thesis ». It also highlights how the fact that reflexivism poses as « critical » generates a specific status quo. However, contrary to this critique of the critique, I consider that, by taking into further account their participation in academic discriminative processes, reflexivists are engaging an encouraging dynamic for reflexivism in International Relations. Indeed the experimentation I conducted through this PhD shows that the acceptance of our participation in the social dynamics we study represents a necessary step toward transforming our social relations in favour of more academic dialogue and diversity
43
Killion, Cindy L. "Eurocentric influences on news coverage of Native American repatriation issues : a discourse analysis /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136429.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 362-381). Also available for download via the World Wide Web; free to University of Oregon users.
44
Thuresson, Christoffer. "Kritik av värdegrunden : Att förankra en kultur." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1372.
Full textAbstract:
<p>The values of the Swedish school system is said to be rooted in the ethics of Christianity and western humanism. Critics say that this expression can be seen as a sign of an obscured eurocentrism when world-wide accepted values is said to be cared for by Christianity and the west. The purpose of this paper is to examine how the politicians argue on this issue, why the values of the Swedish school system should be said to be cared for by the ethics of Christianity and the western humanism. I also want to examine if these arguments in fact corresponds with the worldview of eurocentrism. The examination consists of a discourse analysis review of, for example, journals of the Swedish parliament, which is later compared with the theories of eurocentrism.</p><p>I believe the argumentation can be categorized in three main categories: first a conservative ideological perspective where they are driven by the notion that the Swedish culture could be defined by establishing and defending its foundations; a philosophical/religious perspective where they want to justify the indisputable values they believe should be maintained in the schools; a eurocentric/psychological perspective where they tend to express the Swedish identity by defining what is typically characteristic of “us” and typically characteristic of “the others”. More than that, they seem to be making allowances for the fact that the political situation demands it. The debates are more or less imprinted by a eurocentric discourse, and there are significant differences between the different parties as well as between the political blocks.</p>
45
Wennberg, Matilda. "Narnia : Kristocentrism, islamofobi och kvinnosyn i Narnias berättelse." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149807.
Full textAbstract:
Denna uppsats är en analys av Narnias berättelse och dess underliggande budskap. I dennaundersökning har det undersökts hur Bibeln och kristen tro framkommer i Narnias berättelse.Detta arbete handlar också om den kritik Lewis fått för hur han framställer landet Carlormen,islam, kvinnor och hur den kritiken kan bemötas. Denna undersökning är en litteraturstudieoch för att få svar på frågeställningarna har en hermeneutisk metod använts. Genom attstudera och tolka Narnias berättelser och texter så kan vi se att kristen tro framkommer tydligtom vi är inställda på att leta efter dessa kopplingar. Slutsatsen är att det finns många argumentsom grund för den kritik som Lewis har fått för att skriva både islamofobiskt ochkvinnoförnedrande, men att det samtidigt också finns mycket som talar emot dessa argument.
46
Westerberg, Michael, and Alexander Wickström. "”Doktor Livingstone, förmodar jag?” - en komparativ studie av illustrationer i läromedel." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34112.
Full textAbstract:
Syftet med detta arbete är att titta på avvikelser och skillnader kring en speciell händelse som skildras i svenska läromedel i historieämnet. Genom en kvalitativ bildanalytisk metod har vi analyserat illustrationer av det kända mötet mellan Doktor Livingstone och Henry Morton Stanley 1871. Det är en ofta förekommande illustration och i detta arbete har vi analyserat illustrationen av mötet från olika tidsepoker. Vi har tagit del av forskning kring läromedelsbilder för att få en överblick kring bilders och illustrationers syfte och roll i läromedel. Från historieforskningen har vi hämtat begreppen eurocentrism och global perspektiv också för att synliggöra eventuella avvikelser. I slutsatsen följer en genomgång av vad vi kom fram till och vilka skillnader och avvikelser vi upptäckte utifrån våra studier. Studien visar bland annat att människor försvinner, antalet vapen ökar och kompositionen i bilden förändras. Resultatet vi kommit fram till pekar på att dessa förändringar kan ha påverkats av två faktorer. Dels att man med tiden får ny kunskap och information kring en bild, och dels att illustratören selektivt tar bort information i en bild eventuellt kan leda läsaren till ”fel” tolkning för sammanhanget.<br>The aim of this work is to look at the discrepancies and differences about a special event depicted in the Swedish study materials in the subject of history. Through a qualitative image analytical method we have analyzed the illustrations of the famous meeting between Dr Livingstone and Henry Morton Stanley in 1871. It is a frequent illustration and in this work we have analyzed the illustration of the meeting from different eras. We have studied the research on teaching pictures to get an overview about the artwork and illustrationers purpose and role in teaching. From historical research, we used the concepts of Eurocentrism and global perspective also to highlight any discrepancies. In conclusion follows a review of what we came up with and what differences and anomalies we discovered from our studies. The study shows that people disappear, the number of arms increases and the composition of the picture is changing. The results we have come to suggest that these changes may have been influenced by two factors. First, that with time, gain new knowledge and information about an image, and the fact that the illustrator selectively delete information in an image may lead the reader to the "wrong" interpretation of the context.
47
Dutra, Salgado Pedro Lucas. "The peculiarity of Brazilian state-formation in geopolitical context : the challenge of Eurocentrism in international relations and political Marxism." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/75966/.
Full textAbstract:
This thesis provides a historical reconstruction of the long-term trajectory of Brazilian state-formation (ca. 1450 - 1889), developed as a contribution to the sub-field of IR Historical Sociology. Theoretically, it is informed by the tradition of Geopolitical Marxism, which emphasises the social conflicts – on both sides of the Atlantic – that inform the geopolitical strategies and disputes between coloniser and colonised, without being determined by them. This account challenges existing theories of IR and Historical Sociology, in which trajectories of state formation are explained through the use of generalising theoretical assumptions foreclosing case-specific particularities, especially in non-European cases. I propose instead a radical historicist approach to social science, reframing social theory as a methodological guideline for historical analysis. Empirically, this amounts to a reinterpretation of Portuguese maritime expansionism, deriving the geopolicies of South American occupation not from generalising notions of colonialism or the expansion of capitalism, but from the situated practices of elite and inter-elite reproduction. The thesis moves on to show how the events that followed Napoleon's invasion of Portugal in 1807 eventually led to Brazilian independence through an analysis of the competing interests of Portuguese and Brazilian elites, exacerbated by and geopolitically managed through the interference of British strategies of informal imperialism in Latin America. After formal independence, Brazilian policy making is driven not by the aspiration towards a civilizational standard or capitalist modernisation, but by the conflicts between segments of the ruling class, especially regarding the long-delayed transition from slavery towards other forms of labour control. The argument is that the historicist method does not only provide the key to the “peculiarity” of the Brazilian case by questioning the biases towards state-centrism in mainstream IR and towards structuralism in Marxism, but that it also overcomes the challenge of Eurocentrism by incorporating the agency of non-European subjects in the making of their own history.
48
Pallua, Ulrich. "Eurocentrism, racism, colonialism in the Victorian and Edwardian age : changing images of Africa(ns) in scientific and literary texts /." Heidelberg : Universitätsverlag Winter, 2005. http://catalogue.bnf.fr/ark:/12148/cb40115378t.
Full text
49
Martins, Marcel Alves. "O eurocentrismo nos programas curriculares de história do estado de São Paulo: 1942-2008." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/10368.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:32:40Z (GMT). No. of bitstreams: 1
Marcel Alves Martins.pdf: 954715 bytes, checksum: d42f3e0cc20b98155b7840d83b494cff (MD5)
Previous issue date: 2012-08-28<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The teaching of History in Brazil was markedly influenced by a Eurocentric paradigm of
history throughout the nineteenth century until the mid-twentieth century, along the lines of
the History of French Civilization. This model, together with its canonical repertoire and its
Western view of the historical process was consolidated in school curricula and teaching
materials. Attempts to break with this paradigm, held in the process of curriculum reform in
the 1980s and 1990s were not sufficient for this model were no longer present in the
curriculum of São Paulo. The discussions around the contents of the 2008 History Curriculum
Proposal for the State of São Paulo disregard the production on the teaching of History of the
last thirty years and point to a setback regarding the selection and content organization,
rescuing the Eurocentric model curriculum school. In presenting critics on some elements that
make up the Eurocentrism and analyzing the historical background (1942-2008) of knowledge
in school History curricula, this research is to identify the moving object of learning content
in the curriculum, its continuities or discontinuities, checking the extent to which the 2008
Proposed Structure for the State of São Paulo represents a setback in the content selection of
History<br>O ensino de História no Brasil foi marcantemente influenciado por um paradigma
eurocêntrico de História ao longo do século XIX até meados do século XX, nos moldes da
História da Civilização francesa. Tal modelo, juntamente com seu repertório canônico e sua
visão Ocidental do processo histórico, consolidou-se nos currículos escolares e nos materiais
didáticos. As tentativas de rupturas com este paradigma, realizadas no processo de
reformulação curricular dos anos 1980 e 1990, não foram suficientes para que esse modelo
deixasse de estar presente no currículo paulista. As discussões em torno dos conteúdos de
História na Proposta Curricular do Estado de São Paulo de 2008 desconsideram a produção
sobre o ensino de História dos últimos trinta anos e apontam para um retrocesso no tocante à
seleção e organização dos conteúdos, resgatando o modelo eurocêntrico no currículo escolar.
Ao apresentar críticas a alguns dos elementos que compõem o eurocentrismo e analisar o
percurso histórico (1942-2008) dos saberes escolarizados pelos currículos de História, a
presente pesquisa tem por objeto identificar o movimento dos conteúdos de ensino nos
currículos, suas permanências ou descontinuidades, verificando até que ponto a Proposta
Curricular do Estado de São Paulo de 2008 representa um retrocesso na seleção de conteúdos
de História
50
Ålstig, Nathalie. "Vems historia ska jag berätta? : En lärar-studie om innebörden av mångkultur i grundskolans historieundervisning." Thesis, Högskolan Dalarna, Historia, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28074.
Full textAbstract:
Denna studie har som syfte att undersöka vilken innebörd några av de utmaningar som kan uppstå i ett mångkulturellt klassrum kan ha för några grundskolelärare i historia. Studien utgår ifrån två fallbeskrivningar om utmaningar som kan uppstå i ett mångkulturellt klassrum. Den ena utmaningen rör en klassrumssituation där en lärare och elev inte förstår varandras sätt att tolka händelsen utifrån sin förförståelse. Den andra beskrivningen handlar om en elev som ber att få läsa om sitt hemland och läraren blir stressad då detta faller utanför ordinarie undervisningsinnehåll.Metoden som används är ostrukturerade intervjuer med sju lärare, som arbetar vid fyra olika skolor på två olika orter i Sverige.Studien utgår från en existensfilosofisk teori. Där lärarnas tolkning och hantering av de situationer som uppstår i fallbeskrivningarna står i fokus. Till detta får lärarna även beskriva vad de eftersträvar i sin undervisning. Med hjälp av de teoretiska begreppen bearbetas resultaten med avsikten att ge en djupare förståelse för innebörden av utmaningarna för läraren.Studien visar att innebörden av de utmaningar som kan uppstå i ett mångkulturellt samhälle skiljer sig åt för de intervjuade lärarna. En betydande faktor för innebörden är lärarnas tolkning av läroplanens styrning och vad de själva eftersträvar. För de lärare som menar att det eftersträvansvärda hindras av läroplanens styrning innebär utmaningarna ett problem. För de lärare som tolkar läroplanen som möjliggörande för det dom vill uppnå, innebär inte situationerna ett hinder. De upplever snarare situationerna som en möjlighet och ett medel till att uppnå det eftersträvansvärda.