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Rozprawy doktorskie na temat „Decolonization narratives”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Pegno, Marianna, and Marianna Pegno. "Narratives of Elsewhere and In-Between: Refugee Audiences, Edu-Curators, and the Boundary Event in Art Museums." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626323.

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This dissertation explores narratives that emerge from a community-museum collaboration while working with refugees in relation to Trinh T. Minh-ha’s (2011) concept of the boundary event. Within this study the boundary event is explored as moments of overlap where identity, experiences, knowledge, and processes are continuously being negotiated; by embracing or leaning into these moments, community-museum programs can develop multivocal narratives—where no single voice is heard as distinctly clear or separate. These co-created museum narratives stand in contrast to educational and engagement s

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Chiu, Man-Yin, and 趙敏言. "Written orders: authority and crisis in colonial and postcolonial narratives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29812902.

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Weiss, Nicole Marie. "The Invisible Genocide: Framing Violence Against Native Peoples in America." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588843548526721.

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Aburahma, Wafaa. "History Textbooks in Conflict: Security, Nation-Building and Liberating Curriculum." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1497549655338847.

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Chang, Vivien Lavinia. "The new frontier of American diplomacy : African decolonization, modernization, and the making of a civil rights narrative." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58574.

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This thesis examines the growing importance of race to US relations with Africa in the context of decolonization, with a focus on the overseas effects of domestic racial problems and the ways in which American strategists sought to counter negative international opinion. It argues that Cold War concerns impelled American elites to craft a triumphalist narrative about the civil rights movement, which, in the course of the early 1960s, coalesced with theories of modernization to evolve into more concrete ideas about the need to repair the US image abroad. By analyzing presidential correspondence

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Ostendorff, Daniel A. "Militancy, moderation, & Mau Mau." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:0cf867ef-09c2-41bf-8b9a-36d2e1e0c26c.

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This thesis examines the lives of Senior Chief Koinange wa Mbiyu and his eldest son, Peter Mbiyu Koinange. It joins with the growing rise of biographical work within African Studies. It challenges the historical understanding of late colonial rule in Kenya and the role of official myth in pre- and post-independence historical narratives. Koinange wa Mbiyu was the patriarch of one of the most respected, wealthy, and politically influential Kikuyu families of Kenya's colonial and post-colonial period. His eldest son, Peter Mbiyu, received a prestigious education abroad and returned to Kenya wher

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Ocampo, Atheneus C. "Towards a Community College Pin y Praxis| Creating an Inclusive Cultural Space." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139326.

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<p> Darder (2012), in <i>Culture and Power in the Classroom,</i> argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educator

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Choudhury, Athia. "Story lines moving through the multiple imagined communities of an asian-/american-/feminist body." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/669.

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We all have stories to share, to build, to pass around, to inherit, and to create. This story - the one I piece together now - is about a Thai-/Bengali-/Muslim-/American-/Feminist looking for home, looking to manage the tension and conflict of wanting to belong to her family and to her feminist community. This thesis focuses on the seemingly conflicting obligations to kinship on the one hand and to feminist practice on the other, a conflict where being a good scholar or activist is directly in opposition to being a good Asian daughter. In order to understand how and why these communities appea

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Monnig, Laurel Anne. "Proving Chamorro : indigenous narratives of race, identity, and decolonization on Guam /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3301197.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.<br>Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0650. Adviser: Janet Dixon Keller. Includes bibliographical references (leaves 420-453) Available on microfilm from Pro Quest Information and Learning.

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Habib, Mohammed Baqir Murad Fatima Zahra. "Narratives of Hope in Anti-oppression Education: What are Anti-racists For?" Thesis, 2010. http://hdl.handle.net/1807/25650.

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This project explores the connections between the worlds we hope for and the worlds we help create. Over the course of several months, I conducted three sets of narrative interviews with three anti-oppression education facilitators, and a self-study with myself. Using narrative inquiry through a specifically anti-colonial lens as my method of analysis, I worked in partnership with my interview participants to draw meaning out of our interviews. Growing from these discussions, this thesis explores the work that discourses of hope do in our practices as facilitators of education for change. How

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Abbas, Amber Heather. "Narratives of belonging : Aligarh Muslim University and the partitioning of South Asia." Thesis, 2012. http://hdl.handle.net/2152/25922.

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The partition of India that accompanied that nation's independence in 1947 created the additional state of Pakistan; by 1971, this Pakistan had fractured into the two independent states of Pakistan and Bangladesh. This dissertation seeks to expand our temporal and spatial understanding of the sub-continent's partitioning by examining the experiences of a group of South Asian Muslims across time and space. As this dissertation will show, South Asia's partitioning includes more than the official history of boundary creation and division of assets, and more than the people's history of unbridled

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Sinyonde, Bright. "Travel Narrative: Examining selected Southern African text." Diss., 2016. http://hdl.handle.net/11602/897.

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Hunt, Sarah E. "Trans/formative identities: narrations of decolonization in mixed-race and transgender lives." Thesis, 2007. http://hdl.handle.net/1828/2374.

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This interdisciplinary research paper explores story and metaphor of "trans/formative identities" as a basis for challenging normative racial and gender categories. Autoethnography is used as a method for weaving the author's own experience as a mixed-race Indigenous person with academic research and theory. The discussion is contextualized by an analysis of institutionalized colonial relationships framing Indigenous knowledge in academia and the role of Indian status in defining Indigenous identity. Six mixed-race and transgender or genderqueer people in Victoria and Vancouver. British Columb

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Saldivar, Jose L. "Throwing out the text and challenging the master narrative : a Chicano educator decolonizes the first year experience." Thesis, 2014. http://hdl.handle.net/2152/24749.

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This dissertation examines the educational journey of a Chicano educator; from his early experiences with colonization while growing up in the Rio Grande Valley of south Texas to his role as a lecturer in a First Year Experience course at a Hispanic Serving Institution (HSI) along the U.S. - Mexico border. Ultimately asking the question, "what is his role as a Chicano educator?" and can the once colonized decolonize his own classroom?<br>text

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Harvey, Megan. "Living well through story: land and narrative imagination in indigenous-state relations in British Columbia." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8547.

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Students of colonialism know well that the stories we tell have the capacity to make, maintain, or transform our relationships as well as our material futures. As earlier work has shown, Indigenous and settler peoples encountered and apprehended one another through story at first contact and in all subsequent contact moments, reaching right up to present-day mechanisms for negotiating conflicts over rights, resources, sovereignty, and historical injustice. In this dissertation, I explore in depth the role of story as a social practice in Indigenous-state relations, examining a series of key en

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Johnson, Kay. "Unsettling exhibition pedagogies: troubling stories of the nation with Miss Chief." Thesis, 2019. http://hdl.handle.net/1828/11132.

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Museums as colonial institutions and agents in nation building have constructed, circulated and reinforced colonialist, patriarchal, heteronormative and cisnormative national narratives. Yet, these institutions can be subverted, resisted and transformed into sites of critical public pedagogy especially when they invite Indigenous artists and curators to intervene critically. They are thus becoming important spaces for Indigenous counter-narratives, self-representation and resistance—and for settler education. My study inquired into Cree artist Kent Monkman’s commissioned touring exhibition Sha

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Heaslip, Robyn. "From Xwelítem ways towards practices of ethical being in Stó:lō Téméxw: a narrative approach to transforming intergenerational white settler subjectivities." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8930.

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What must we transform in ourselves as white settlers to become open to the possibility of ethical, respectful, authentic relationships with Indigenous peoples and Indigenous lands? Situating this research in Stó:lō Téméxw (Stó:lō lands/world) and in relationships with Stó:lō people, this question has become an effort to understand what it means to be xwelítem and how white settlers might transform xwelítem ways of being towards more ethical ways of being. Xwelítem is a Halq’eméylem concept used by Stó:lō people which translates as the hungry, starving ones, and is often used to refer to ways

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18

Chapman, Christopher Stephen. "Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic Oppression." Thesis, 2012. http://hdl.handle.net/1807/32679.

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In this dissertation, I articulate what I call a personal-is-political ethics, suggesting that the realm of human affairs long called ethics is inseparable from that which is today normatively called psychology. Further, I suggest that these names for this shared realm are situated in different discursive traditions which, therefore, provide different parameters for possible action and understanding. In my exploration of what it is to be human, I strategically centre ethical transgressions, particularly those that are mappable onto systemic forms of oppression. I explore personal-is-politic

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