Dissertations / Theses: 'Eurocentrisme'

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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.

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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.
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.
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.

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Busso, Hugo Aníbal. "Philosophie de la modernité et critique de l’eurocentrisme." Paris 8, 2011. http://octaviana.fr/document/192125303#?c=0&m=0&s=0&cv=0.

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Les défis biopolitiques du présent incitent à rechercher des réponses créatives à la crise et des alternatives à la représentation moderne du monde. Crise et représentation qui, depuis ‘la philosophie de la libération’, ont suggéré de laisser de coté les ancres modernes et coloniales, signalées comme obstacles philosophiques ayant des conséquences bio-logiques/ politiques et sociales, critiquées et étiquetées comme « eurocentrées ». Pour délimiter la situation, pas d’un ailleurs impossible, sinon à partir du pli de l’ailleurs, nous proposons un ‘personnage conceptuel’, lié à la tradition préhispanique, le sorcier-chaman-guérisseur, qui nous permet d’aborder les questions et défis proposés, en essayant de penser les possibilités « décoloniales » de la philosophie critique en Amérique latine. En ce sens nous avons proposé d’inclure dans notre conjecture et arguments les apports du paradigme de la ‘complexité’, le concept de ‘rhizome’ de Deleuze et Guattari et les stratégies heuristique-cognitives alternatives (‘analectique’, ‘transmoderne’) aux paradigmes de ‘la philosophie de la modernité eurocentrique’
The present biopolitical challenges encourage seeking creative answers to the crisis and the alternatives to the modern representation of the world. Crisis and representation which, since 'the philosophy of liberation', suggested to leave aside the anchors modern and colonial, reported as philosophical barriers with bio-logical consequences / political and social, criticised and labelled as "eurocentrics. " To define the situation, not an otherwise impossible, if not from the fold of elsewhere, we offer it a 'conceptual character', linked to the pre-Hispanic tradition, the sorcerer-shaman – healer, which allows us to address the issues and challenges proposed, trying to think of the "décoloniales" possibilities of critical philosophy in Latin America. In this sense we have proposed to include in our arguments and conjecture inputs of the paradigm of 'complexity', the concept of 'rhizome' (Deleuze and Guattari) and alternative heuristics cognitive strategies ('analectic', 'transmodern') to 'the philosophy of modernity eurocentric' paradigms
Los desafíos biopolíticos del presente incitan a buscar respuestas creativas a la crisis del ‘sistema mundo’ y alternativas a la representación filosófica moderna. Crisis y representación que, desde la ‘filosofía de la liberación’, sugieren dejar de lado las anclas modernas-coloniales, señaladas como obstáculos filosóficos con consecuencias bio/lógicas- políticas y sociales, criticadas y rotuladas como ‘eurocentrismo’. Para enfocar la situación no desde un afuera imposible, sino desde el pliegue del afuera, proponemos un ‘personaje conceptual’, ligado a la tradición pre-hispánica, el brujo-chaman-curandero, que nos permita abordar las preguntas y desafíos propuestos, ensayando pensar las posibilidades ‘decoloniales’ de una filosofía crítica en América latina. En ese sentido, hemos propuesto incluir en nuestras conjeturas y argumentos los aportes del paradigma de la ‘complejidad’, el concepto de ‘rizoma’ de Deleuze y Guattari y las estrategias heurísticas-cognitivas alternativas (‘analécticas’, ‘transmodernas’) a los paradigmas de la filosofía de la modernidad eurocentrada

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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.

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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
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

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Kochanek, Piotr. "Die Vorstellung vom Norden und der Eurozentrism : eine Auswertung der patristischen und mittelalterlichen Literatur /." Mainz : P. von Zabern, 2004. http://catalogue.bnf.fr/ark:/12148/cb41013734s.

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Habilitationsschrift--Fachbereich Katholische Theologie--Mainz--Johannes Gutenberg-Universität. Titre de soutenance : Das Bild des Nordens in der patristisch-mittelalterlichen Literatur und die Entwicklung des Eurozentrismus.
Bibliogr. p. 499-587.

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Camara, Papa T. M. "La résolution des crises internationales : perspective universelle du comportement des États africains." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/68771.

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La sous-représentation de l'Afrique dans les Relations internationales inspire une perplexité vis-à-vis des théories classiques de cette discipline. Certaines grandes théories de la science politique semblent être conçues par et pour des nations occidentales. Conséquemment, les principales explications des facteurs de conflits issues des grandes traditions théoriques sont inadéquates pour l'étude du continent africain. Un examen de la littérature académique sur les conflits confirme que celles en Afrique sont proportionnellement moins présentes dans les recherches. Cette distorsion de la recherche, à l'image de celle de la carte du monde, met le tiers monde à l'angle mort des relations internationales. L'analyse comparative de toutes les crises internationales du dernier siècle démontre que la puissance, les institutions et le comportement des États africains ne distinguent pas les acteurs des crises internationales du continent de ceux dans le reste du monde. L'analyse comparative contribue à renforcer l'idée de l'inefficacité des théories classiques dans le contexte des relations internationales africaines. Pour pallier cette limite, cette thèse montre que des théories de psychologie sociale nous aident à mieux comprendre la structure des relations internationales entre les acteurs étatiques, peu importe l'endroit du monde. L'analyse des crises internationales de 1918 à 2015 permet de constater que les théories de l'identité sociale et du comportement planifié contribuent efficacement à expliquer la résolution des crises internationales en Afrique et dans le reste du monde. La considération des États comme acteurs psychologiques impliqués dans des interactions sociales contribue également à donner une perspective universelle à l'explication de la résolution des crises par l'attitude, les normes et l'environnement des acteurs impliqués. Plus encore, la psychologie sociale contribue à la compréhension du rôle de l'anarchie, des structures sociales et de l'influence dans la politique internationale. Cette thèse démontre que la perspective considérant les états comme des acteurs psychologiques est cohérente avec l'explication de la résolution des crises internationales africaines et avec la catégorisation des comportements des États et d'autres groupes transnationaux sur la scène internationale.

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Pradella, Lucia. "Mondializzazione e critica dell’economia politica alla luce della nuova edizione storico-critica degli scritti di Marx ed Engels (MEGA²)." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100041.

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La thèse présente une reconstruction de l’évolution de l’analyse marxienne de l’internationalisation du capital en lien avec les formations sociales précapitalistes, en se basant sur la nouvelle édition historico-critique des écrits de Marx et Engels, pour offrir les éléments d’une réflexion autour de l’actualité de l’œuvre de Marx, quant à l’analyse critique des processus actuels de mondialisation. Les deux premiers chapitres retracent l’évolution de l’analyse du marché mondial et de la mondialisation, du mercantilisme à l’économie politique classique et à Hegel. Le troisième chapitre identifie les éléments de rupture et de continuité de la critique marxienne au cours des années quarante du XIXème siècle. Le quatrième chapitre présente le contenu des cahiers londoniens, qui représentent une étape fondamentale de l’approfondissement de la mondialisation capitaliste, et qui marquent la fin de la vision passive des peuples non européens. Le cinquième chapitre présente enfin la synthèse que l’on retrouve de ces travaux dans les manuscrits et dans les œuvres de la deuxième moitié des années cinquante et dans les manuscrits de 1861-1863, et s’intéresse notamment au dépassement du concept de capital en général et au plan articulé en six ouvrages. Le premier livre du Capital inclurait certaines questions que Marx avait prévu de développer dans les ouvrages sur l’Etat, le commerce extérieur et le marché mondial. L’approfondissement des lois de développement combiné et inégal du capital lui a donné la possibilité d’échafauder une vision de la révolution internationale qui s’affranchisse progressivement des éléments encore « eurocentriques » de sa réflexion des années quarante
This thesis studies the evolution of Marx's analysis of the internationalisation of capital in relation to pre-capitalistic social formations, drawing upon the new historical critical edition of Marx and Engels’ writings, with the aim of laying the foundation for establishing the relevance of their work to critical understanding of today’s processes of capitalist globalisation. The first two chapters follow the development of the analysis of the world market and globalisation from mercantilism to classical political economy and Hegel. The third chapter identifies the elements of discontinuity and continuity in Marx’s critique during the 1840s, while the fourth presents the content of Marx’s London Notebooks, showing that these represent a qualitative advance in his analysis of globalisation, in which he overcomes his previous vision of the passivity of non-European peoples. The fifth chapter presents the elaboration of these studies in the manuscripts and works in the second half of the 1850s and in the 1861-63 manuscripts, focussing in particular on his advance beyond the concept of capital in general and the six-book plan which corresponded to it. As a result, Capital Volume 1 integrated themes Marx originally intended for the projected volumes on state, foreign market and world market. The deepening of his understanding of the laws of capitalist uneven and combined development allowed him to articulate a vision of world revolution which overcame some of the “Eurocentric” elements still present in the 1840s

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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.

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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/.

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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.
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.

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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/.

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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.
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.

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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/.

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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.
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.

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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.

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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.

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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.

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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.
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.

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Hostettler, Nicholas D. "A critical theory of Eurocentrism." Thesis, SOAS, University of London, 2008. http://eprints.soas.ac.uk/28831/.

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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.

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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.

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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.
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.

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Alexandersson, Felicia, and Stephanie Johansson. "Eurocentrismens konsekvenser för historieundervisningen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39359.

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Denna kunskapsöversikt syftar till att ta reda på eurocentrismens konsekvenser inom skola och utbildning och de konsekvenser det kan få på elever. Vidare undersöks hur dessa konsekvenser påverkar elevernas identitetsutveckling med hänsyn till etnisk tillhörighet i synnerhet. För att besvara vår frågeställning har vi granskat forskning från olika vetenskapliga databaser som ter sig påfallande överens om att eurocentrismen har en negativ inverkan på historieundervisningen och i förlängningen på eleverna. Resultatet visar att en eurocentrisk undervisning bidrar till exkludering av marginaliserade grupper och upprätthåller en ojämlik maktbalans. Detta tar sig uttryck i både läroplan, läromedel och undervisning och leder till att elever som inte ryms inom västerländsk identitet hämmas i sin identitetsutveckling. Forskningen har visat att alla människor har ett behov av att få kunskap om sina rötter, men i den västeurocentriska undervisningen ges inte alla elever utrymme att få kunskap om sin egen personliga historia. Detta innebär för lärarprofessionen att det krävs ett större engagemang för interkulturellt lärande för att arbeta inkluderande såsom läroplanen förespråkar. Kunskapsöversikten kommer att påvisa att det inte enbart är lärarens ansvar att implementera detta. Det är främst en lednings- och organisationsfråga då sådan undervisning yrkar på utökad kompetens genom fortbildning inom ämnet. Ett rimligt antagande är att personer inom lärarkåren vill göra sitt yttersta för att undvika diskriminering och exkludering och därför är det av största vikt att lärare ges möjlighet att utveckla ett meta-perspektiv i den egna undervisningen. Målet med denna kunskapsöversikt är att lysa upp vägen mot en mer inkluderande skola, där första steget tas i historieundervisningen.

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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.

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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.

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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.

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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.
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.

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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.

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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.
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.

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Valderrama, Chávez David Joel. "La Independencia del Perú : Un legado del eurocentrismo?" Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-85788.

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El presente estudio analiza el tema social de la independencia del Perú. La hipótesis de esta investigación es que la emancipación peruana fue un movimiento de independencia de España, pero que en ningún sentido tuvo carácter democrático o de inclusión social para todo el pueblo peruano. Es decir, que no fue un movimiento popular o una revolución social, donde toda la nueva sociedad peruana era incluida, ya que el nuevo poder político y económico excluía a los pueblos indígenas y a las comunidades afro-peruanas (esclavos), que estaban en lo último de la escala de una organización jerárquica. Por lo tanto, esta investigación se desarrolla limitando este tema, que solamente estudia dos aspectos generales: el papel de la población indígena en el proceso de la independencia peruana y el porqué de la exclusión de la población indígena en la nueva República peruana. Para comprobar nuestra hipótesis, nos basamos en fuentes secundarias y estudios previos, es decir, en diferentes trabajos teóricos que enfocan el problema de la exclusión social hacia los grupos indígenas.

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Nopes, Adriane. "Eurocentrismo e o projeto de modernização do Brasil." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/xmlui/handle/123456789/122874.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Sociologia Política, Florianópolis, 2013.
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A presente tese visou demonstrar como a "colonialidade do saber" se faz presente no Projeto de Modernização do Brasil entre as décadas de 1960 e 1980, auge do processo de modernização brasileiro segundo a perspectiva eurocêntrica. Articulando o pensamento crítico dos ?estudos periféricos? e a metodologia de pesquisa empírica qualitativa junto a alguns engenheiros professores da Universidade Federal de Santa Catarina, com formação no período em análise nas áreas da engenharia clássica (civil/mecânica e elétrica), foi possível demonstrar como as novas colonialidades presentes no Projeto de Modernização que se diz Universal se legitimam pela epistemologia dominante implantada no Brasil via universidades. O Projeto de Modernização Universal, neste estudo, foi analisado como uma concomitância do Projeto da Modernidade, que no período em análise opera sob a nova organização geopolítica e geoeconômica planetária, na relação binomial países do norte/sul. Os saberes científicos e tecnológicos eurocêntricos, mais especificamente os saberes da engenharia corroboraram na tentativa de consolidar o Projeto de Modernização Universal no Brasil, que neste período tem como principal característica, ainda, o domínio de tecnologias. O pensamento eurocêntrico incorporado pelas "elites intrasul" legitimam a "colonialidade do saber" e a "colonialidade do poder" tanto no âmbito global como local através de estratégias de dominação, controle e exclusão.

Abstract : This thesis aimed to demonstrate how "coloniality of knowledge" is present in the Project for the Modernization of Brazil between the 1960s and 1980s, the height process modernization brasilian according to Eurocentric perspective. Articulating the critical thinking of the "peripheral studies" and empirical qualitative research methodology with teachers classic engineers like civil, mechanical and electrical) from Federal University of Santa Catarina, during the periodo of analyse it was possible to show how new colonialities present in Modernization Project that it says be Universal is implemented and legitimated by the dominant epistemology on universities from Brazil. In this study The Universal Modernization Project it was analyzed as a concomitant of the project of modernity, that in the period under analysis operates under the new geopolitical and geo-economic global organization, in relationship countries north / south. The knowledge scientific and technological Eurocentric, more specifically the engineering corroborated attempting to consolidate of Universal Modernization Project in Brazil, which in this period has as main feature also the domain of technology. The Eurocentric knowledge embedded by "elites intra-south" effective the "coloniality of knowledge" and "coloniality of power" in both the global and local levels through strategies of domination, control and exclusion.

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Siracusa, Gabriel Pietro. "Marx e o colonialismo." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8131/tde-27082018-150933/.

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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.
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.

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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/.

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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.
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.

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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.

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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.

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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.

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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/.

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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.

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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/.

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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.

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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.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
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
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

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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.

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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.

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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.

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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.

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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/.

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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.

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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.

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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.

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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.

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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.

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Santana, Vanete Dutra. "Lobato e os carrascos civilizados : construção de brasilidade via reescritura de Warhaftige Historia, de Hans Staden." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269306.

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Orientadores: Carmen Zink Bolognini, Berthold Zilly
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos de Linguagem
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Resumo: Até recentemente, parece ter sido natural a representação das culturas de regiões periféricas como um refletor das idéias forjadas na cultura dominante, a européia. Assim, o que foi produzido pelos europeus sobre a América Latina tem sido considerado verdade absoluta, como a imagem criada por Hans Staden, aventureiro alemão do século XVI, sobre o Brasil em seu livro Warhaftige Historia (Verdadeira história), e reforçada pelo viajante alemão do século XIX Robert Avé-Lallemant em sua adaptação Hans Staden von Homberg bei den brasilienischen Wilden oder die Macht des Glaubens und Betens (Hans Staden, de Homberg, com os selvagens brasileiros ou o poder da fé e da oração). Uma vez que Staden afirmou estar contando a verdadeira história de um país de selvagens nus e canibais chamado Brasil, não só a região à qual se referia, mas todo o país que ela viria a compor, passou a ser representado ¿ inclusive no imaginário nacional atual ¿ como uma terra exótica, onde cobras e selvagens enfeitados com penas se misturam pelas ruas, sem se questionar o objeto das observações de Staden. O Brasil, ou o que podemos chamar Brasil, é uma criação do século XIX, portanto o que Staden falou a respeito das terras onde esteve na segunda metade do século XVI só pode servir para se referir àquelas terras e naquela época, quando não havia nem unidade territorial, nem cultural, nem autonomia política que pudesse caracterizar o que chamamos Brasil. Porém, a despeito de a contestação do eurocentrismo ser um fenômeno pós-moderno, já havia no Brasil do início do século XX uma intelligentisia disposta a contestar o modelo eurocêntrico de representação de nosso país. Um caso exemplar dessa contestação pode ser encontrado na adaptação que Monteiro Lobato, intelectual e empreendedor, fez do livro de Staden ao desconstruir a imagem do bom-europeu apresentando a verdadeira história de Staden a partir da perspectiva de integrantes da tribo tupinambá (tribo de índios que habitava o litoral da região sudeste do atual Brasil e da qual Staden foi prisioneiro). De herói branco ¿ imagem auto-construída e reforçada ao longo de séculos ¿, Staden passa a ser apresentado por Lobato como um covarde que só escapou de ser devorado em um ritual antropofágico por chorar e implorar a seu Deus que salvasse sua vida. Considerando esse corpus e tendo como pano de fundo suas condições de produção, procuramos demonstrar como as relações inter-culturais entre Brasil e Europa foram re-contextualizadas pelo escritor brasileiro, abrindo espaço para o questionamento das idéias eurocêntricas e para uma reflexão nacional ¿ brasileira ¿ sobre si próprio ¿ o brasileiro ¿ e seu país ¿ o Brasil ¿, no sentido de construir uma identidade brasileira. Nosso objetivo específico foi mostrar como o interesse de Lobato ao recontar a história de Staden a partir de sua perspectiva não-eurocêntrica, desconstruindo a imagem do bom-europeu e valorizando a cultura indígena, faria parte de um projeto maior, relacionado à sua atuação no mercado editorial e na política, que teria por finalidade construir uma certa brasilidade por meio da absorção não passiva (adaptação aos interesses locais) da cultura universal ¿ algo semelhante ao que Goethe e os românticos alemães fizeram visando à construção da germanidade (Deutschheit). Como abordamos a construção de identidade a partir de uma perspectiva lingüística e como a língua é um dos elementos fundamentais da cultura, estendemo-nos a outros temas, tais como o processo de formação da língua portuguesa falada no Brasil e da nação brasileira, considerando os grupos raciais, culturais e lingüísticos que a compuseram, bem como alguns aspectos históricos, políticos e econômicos envolvidos
Abstract: Until recently, the representation of non-mainstream religious cultures has been natural as a reflection of the ideas forged in the dominate culture, European. In this way, what was produced by the Europeans about Latin America was considered to be the absolute truth, like the image created by Hans Staden, 16th century German adventurer, about Brazil in his book Warhaftige Historia (True History), and reinforced by the 19th century German traveler Robert Avé-Lallemant in his adaption Hans Staden von Homberg bei den brasilienischen Wilden oder die Macht des Glaubens und Betens (Hans Staden, de Homberg, with savage Brazilians or the power of faith and prayer). Once Staden claimed that he was telling the true story of a country of naked savages and cannibals called Brazil, not just referring to the region, but the whole country that is comprises, it started to be represented ¿ including in the modern national imagination ¿ as an exotic land, where snakes and decorated savages with feathers walk through the streets, without even questioning themselves about the observations of Staden. Brazil, or what we can call Brazil, is a 19th century creation, however what Staden said about the lands where he was in the second half of the 16th century can only serve to describe the lands and in that time, when there wasn¿t even territorial or cultural unity nor political autonomy that could characterize what we call Brazil. However, despite the argument that eurocentrism is a post-modern phenomenon, there had already been an intelligentsia, in Brazil in the 19th century ready to contest the Eurocentric model of representation of our country. An excellent example of this argument can be found in the adaption that Monteiro Lobato, intellectual and entrepreneur, which he did to Staden's book by deconstructing the image of the good-European presenting a true history of Staden from the perspective of members from the Tupinambá tribe (Indian tribe that inhabited the southeastern coast of modern-day Brazil and of whom he was prisoner). Of the white hero ¿ a self-constructed image and reinforced throughout the centuries ¿, Staden became presented by Lobato as a coward that escaped being devoured in an anthropological ritual by crying and begging to his God to save his life. Considering this corpus and having these conditions of production as a background, we are trying to demonstrate how the intercultural relations between Brazil and Europe were recontextualied by the Brazilian writer, opening space for the questioning of Eurocentric ideas and for national reflection ¿ Brazilian ¿ about himself- the Brazilian ¿ and his country ¿ Brazil ¿, with the intention of constructing a Brazilian identity. Our specific objective was to show how Lobato's interest, by telling the history from a non-eurocentric perspective, deconstructing the image of the good-European and valuing indigenous culture, would be part of a larger project, related to the publishing market and in policy, that would have the final purpose of constructing a certain Brazilianity by means of non-passive abortion (adaption to local interests) of universal culture ¿ something similar to that which Goethe and the romantic Germans did envisioning the construction of Germanity (Deutschheit). Having touched upon the construction of identity from a linguistic perspective and as language is one of the fundamental elements of the culture, we branched out to other themes, such as the process of the formation of the Portuguese language as it is spoken in Brazil and of the Brazilian nation, considering racial, cultural and linguist groups, the compose it, along with some historical, political and involved economic aspects
Doutorado
Teoria, Pratica e Ensino da Tradução
Doutor em Linguística Aplicada

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Nasizadeh, Sima. "Låt oss vidga vår horisont: Eurocentriskt perspektiv i läroböcker i biologi." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27628.

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Det här arbetet är en undersökning om huruvida läroböcker i biologi och naturkunskap presenterar en multikulturell naturvetenskaplig utbildning. Analysen gjordes enligt hermeneutisk tolkning av läroböckernas innehåll. Den är utförd med ett multikulturellt perspektiv kontra ett eurocentriskt perspektiv. Den eurocentriska myten är att den moderna naturvetenskapen föddes i Antiken och vidareutvecklades i Europa under upplysningstiden. Den multikulturella beskrivningen av utvecklingen av naturvetenskap är dialogisk där många olika kulturer och civilisationer har bidragit till utvecklingen av dagens framstående teorier och upptäckter. Totalt undersöktes åtta läroböcker som var riktade mot svenska gymnasieelever. Specifikt analyserades läroböckernas texter om kunskapsutvecklingen inom områden heliocentrism, evolutionsteori och blodcirkulationen. Både det sagda och det osagda analyserades. I de undersökta texterna observerades en dominerande röd tråd. Historieberättelserna började med naturvetenskapliga framsteg i det antika Grekland med Aristoteles som huvudperson. Efter den tusenåriga mörka medeltiden kom upplysningstiden. Med stöd av andra europeiska vetenskapsmän formulerade då Kopernikus heliocentrismen, Darwin utvecklade evolutionsteorin och Harvey upptäckte blodsystemets kretslopp. Det som inte beskrevs var exempelvis naturvetenskapliga framgångar som Nilakanthas formulering av den semi-heliocentriska modellen, Ibn Khalduns idéer om människans evolution och hennes koppling till apor och Ibn Nafis upptäckt av det lilla lungkretsloppet. Det här arbetet åskådliggör hur det eurocentriska perspektivet dominerar i de analyserade läroböckerna. Detta bör uppmärksammas mer då Nature of Science (NOS) har intagit en mer framskjuten plats inom ämnesdidaktik och forskning. Det är viktigt att alla elever oavsett etniskt ursprung får en multikulturell utbildning som främjar ett demokratiskt och inkluderande samhälle.

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Rochabrún, Silva Guillermo. "Occidente, Weber y América Latina heterogénea. un intento de diálogo con el anti-eurocentrismo." Pontificia Universidad Católica del Perú, 2005. http://repositorio.pucp.edu.pe/index/handle/123456789/115238.

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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.

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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.

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Burman, Anders. "Sanningen utgår från Europa? - En analys av två läroböcker i historia med utgångspunkt i eurocentrismen." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35150.

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Burman Anders. Sanningen utgår från Europa? – En analys av två läroböcker i historia med utgångspunkt i eurocentrismen (Engelsk titel) Individ och Samhälle, Historievetenskap och lärande, Lärarexamen 270 hp, Malmö Lärarutbildning, Malmö Högskola 2008Syftet med denna undersökning är att undersöka eventuell eurocentrism i det språk som används i gymnasieläroböcker i historia samt att koppla detta till relevanta styrdokument för historieundervisning i gymnasieskolan. Rent konkret syftar studien till att synliggöra mönster i lärobokstextens ordval och skrivning som kan kopplas till eurocentrismen.Denna undersökning utgår från kritisk lingvistisk textanalys av två olika läroböcker i historia A för gymnasiet. Resultatet för varje bok redovisas separat. Undersökningen avslutas med en diskussion med utgångspunkt i resultatet samt i de styrdokument som kan kopplas till historieämnet.Sammanfattningsvis visar resultatet att de analyserade läroböckerna innehåller eurocentriska skrivningar och ordval. Detta resultat ligger också i paritet med den tidigare forskning jag tagit del av. Mot bakgrund av detta kan man se resultatet som ett led i en forskning som visar på förekomsten av ett eurocentriskt synsätt i läroböcker och undervisning i den svenska skolan. Nyckelord: Eurocentrism, Orientalism, Historieundervisning, Läromedel, Läroboksanalys, Styrdokument.

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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.

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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.

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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.
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.

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Malmgren, Erik. "Afrika och den eurocentriska diskursen: En analys av globala perspektiv på afrikansk historieskrivning." Thesis, Uppsala universitet, Ekonomisk-historiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-206215.

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Den här uppsatsen utgår från hypotesen att även om de stora imperierna kom att falla sönder under efterkrigstidens decennium så kom det koloniala systemets maktstruktur att leva kvar genom den globala, kapitalistiska världsmarknaden; och detta har i sin tur påverkat den ekonomiska och politiska utvecklingen av Afrika i en negativ riktning. Den eurocentriska diskurs som konstruerar en verklighet där Väst uppfattas som ett ”facit” kom med andra ord inte att försvinna i samband med de koloniala imperiernas fall. Materialet som uppsatsen fokuserar på är framför allt artiklar publicerade i Journal of African History mellan år 2000 och 2010. Den här uppsatsen dra slutsatsen – här presenterad i breda drag – att det är väldigt få undersökningar som har problematiken kring det eurocentriska perspektivet på Afrikas historia som sin utgångspunkt. Författarna till de artiklar som analyseras strävar båda efter att kritisera en förlegad syn på Afrikas historia men då de inte är tillräckligt tydliga när det kommer till den eurocentriska diskursens inflytande över historieskrivningen så anser jag att de lämnar allt för många, viktiga frågor obesvarade. Det står dock klart att ”lösningen” på Afrikas många problem inte enbart kan bygga på västerländska modeller och västerländskt tänkande utan vi bör snarare försöka konstruera en historieskrivning som erkänner nödvändigheten av ett flertal diversifierade utgångspunkter och perspektiv på den globala ekonomin.

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Bragato, Fernanda Frizzo. "Pessoa humana e direitos humanos na constituição brasileira de 1988 a partir da perspectiva pós-colonial." Universidade do Vale do Rio do Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2494.

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Made available in DSpace on 2015-03-05T17:40:29Z (GMT). No. of bitstreams: 0 Previous issue date: 16
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Ao assumir expressamente o princípio da dignidade humana como fundamento da República Federativa do Brasil, a Constituição de 1988 consagrou um corpo de direitos voltados à proteção da pessoa humana que ocupa, portanto, posição central no ordenamento jurídico brasileiro. Compreender a razão de ser dos direitos humanos e da centralidade da pessoa humana no texto constitucional implica antes reconhecer que existe um discurso hegemônico que pressupõe que o ocidente criou e desenvolveu essa idéia e, após tê-la amadurecido suficientemente, exportou-a para os demais países do mundo. Valores individualistas ganharam espaço no mundo moderno e contemporâneo, fundando um modelo de sociedade baseado na exclusão, na agressividade e no estranhamento. Nesse sentido, os direitos humanos passaram a ser vistos como a continuidade de um processo de expansão de questionáveis valores ocidentais, após o fim do período colonialista que sucedeu a Segunda Guerra Mundial, constituindo, dessa forma, a derivação de um projeto genuiname

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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.

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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.
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.

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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.

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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.
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.

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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.

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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.

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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.

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Useche, Sandoval Tonatiuh. "L'idée d'Occident chez Auguste Comte." Thesis, Paris 1, 2013. http://www.theses.fr/2013PA010704.

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À la différence de la plupart de leurs contemporains qui, après 1848, focalisaient leur attention sur l'avènement politique des nationalités et le renouvellement des empires coloniaux, Comte et ses disciples les plus proches entreprenaient une reconstruction de l'occidentalité et dénonçaient l'idée selon laquelle le rôle de l'Occident était de civiliser le monde en le dominant. Dès 1820, Comte s'est intéressé au problème de la réorganisation de l'Occident en dehors des références théologiques ou métaphysiques, et à l'extérieur du cadre forgé par les États modernes. La clef de cette réorganisation réside dans l'établissement d'un nouveau pouvoir spirituel, dont la fonction principale consiste à instaurer un système d'éducation positive, commun à l'ensemble de la République occidentale. Sociologiquement défini, le terme d'Occident - que Comte estime plus précis que celui d'Europe -, désigne l'élite de l'humanité, c'est-à-dire la partie du genre humain la plus avancée dans la marche qui conduit tous les peuples vers l'état adulte: l'état scientifique et industriel. L'originalité de Comte est d'avoir conçu cette élite comme un intermédiaire visant à établir une libre association universelle. Tout en mettant en évidence les courants qui ont influencé Comte, et en soulignant l'apport des disciples positivistes à la question, cette thèse dégage la singularité de la transition historique propre à l'Occident et étudie les propositions de la politique positive pour que la supériorité occidentale ne dégénère en une oppression uniformisante, mais soit le moteur d'une solidarité planétaire et d'un progrès sans révolution
Following the year 1848, white most of his contemporaries were focusing their attentions on the political emergence of nationalities and the renewal of colonial empires, Comte and his closest followers were claiming the reconstruction of the western association and denouncing the idea according to which the West was playing a civilisation rote in its attempt to dominate the whole world. Already in 1820, Comte had been interested by the Western Re-organisation outside the reference to theological or metaphysical conceptions and outside the frame of modern nations. According to him, the constitution of a new spiritual power should be the ground of this re-organisation. Such spiritual power was defined as the foundation of a system of positive education shared across the whole western Republic. ln his sociology, the term "West" which Comte was finding more accurate than the term "Europe", designated an elite group within humanity. In other words, the West was the most advanced part of the human kind on the path to an adult state represented by the scientific and industrial state. Comte's originality has been to think this elite group as a way to establish a universal and free association of men around the world. Highlighting the streams of idea having influenced Comte and underlying the input of his positivist followers, this thesis isolates the singularity of the historical transition at stake in the West. This work focuses on the proposals of Comte's positive politics aiming at both preventing western superiority to become a force of uniforming oppression and stimulating its use as a force for a worldwide solidarity and a progress without revolution

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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.

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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.

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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.

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Dissertations / Theses on the topic 'Eurocentrisme'

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