DOCSLIB.ORG

International 300 N

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1.The sign or “ target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have Aimed the best available copy. University Microfilms International 300 N. ZEES ROAD, ANN ARBOR, Ml 48106 18 BEDFORD ROW, LONDON WC1R 4EJ, ENGLAND 7916011 NYARKOH, EMMANUEL CHRISTIAN TOWARDS INNOVATING EDUCATION FOR NATIONAL DEVELOPMENTS IN GHANA — IMPLICATIONS FOR ART EDUCATION AND CULTURAL ADVANCEMENT. THE OHIO STATE UNIVERSITY, PH.D., 1978 University M icrcxilm s International 300 n . z e e b r o a d , a n n a r b o r , mi u s io e © 1979 EMMANUEL CHRISTIAN NYARKOH A L L RIGHTS RESERVED PLEASE NOTE: In all cases this material has been filmed 1n the best possible way from the available copy. Problems encountered with this document have been Identified here with a check mark . 1. Glossy photographs ______ 2. Colored Illustrations ______ 3. Photographs with dark background ______ 4. Illustrations are poor copy ______ 5. Print shows through as there 1s text on both sides of page _______ 6. Indistinct, broken or small print on several pages throughout 7. Tightly bound copy with print lost 1n spine ______ 8. Computer printout pages with indistinct print ______ 9. Page(s) ____ lacking when material received, and not available from school or author ______ 10. Page(s) ______ seem to be missing in numbering only as text follows ______ 11. Poor carbon copy ______ 12. Not original copy, several pages with blurred type ______ 13. Appendix pages are poor copy ______ 14. Original copy with light type ______ 15. Curling and wrinkled pages ______ 16. Other Universe Mfcrdnlms International 300 N. ZEEB RD.. ANN ARBOR. Ml 48106 1313) 761-4700 TOWARDS INNOVATING EDUCATION FOR NATIONAL DEVELOPMENTS IN GHANA — IMPLICATIONS FOR ART EDUCATION AND CULTURAL ADVANCEMENT DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University B y Emmanuel Christian Nyarkoh, B.A.(Hons.), M.F.A. ***** The Ohio State University 1978 Reading Committee: Approved By Professor Robert Arnold Professor Arthur Efland Professor Kenneth Marantz Department of Art Education To Esther Ehen Mike Emmanuel3 Jr. Nana Poknaa ii ACKNOWLEDGEMENTS I wish to express my sincere gratitude to Professor Arthur Efland, my academic adviser for his efforts in guiding my Ph.D. program and research to successful completion. I also want to thank the other members of my reading committee, Professor Kenneth Marantz, Professor Bob Arnold and Professor Don P. Sanders for their guidance, instructive criticism and suggestions for improving the manuscript of this dissertation. I am indebted to the officials of the Fulbright- Hays Scholarship Program, the University of Science and Technology - Kumasi, Ghana, and especially The Ohio State University for sponsoring my education here in the United States of America. I also thank the Board of Directors, and the management of the Scio Pottery Company for offering me the chance to under­ take practical training in ceramics. My thanks also go to all my friends in the United States as well as in Ghana for their prayer and financial support. I owe a great debt of gratitude to my wife Esther, whose patience, and moral support were iii essential to the completion of this study. What is more I want to thank my father, mother, grandmother, Uncle Dapaah and all the members of my family, Mr. Osei Kojo and my late mother-in-law for taking care of our three children we left behind in Ghana for the past five years. Finally, I want to give all thanks and praise to Jesus Christ, my Lord who has made me what I am today. EBENEZER Praise the Lordl (Psalms 146) iv VITA September 21, 1936.......... Born Dentin - Ofinso, Ghana 1966 - 6 7 , .......... Art Master, Aduman Training College, Ghana. 1972.................... .... B.A. (Hons.) The University of Science and Technology, Kumas i, Ghana 1972 - 73.................... Teaching Assistant, the Uni­ versity of Science and Tech­ nology, Kumasi, Ghana. 197 5 ....... ................. M.F.A. The Ohio State Univer­ sity (Fulbright Scholar), 1976 - 1978....... .......... Teaching Associate, Department of Art Education, The Ohio State University, Columbus Ohio PUBLICATIONS 1, Pottery Shapes and Decorations in Ashanti. College of Arts Best Thesis of the Year 1972. Published by Mobil Oil, Ghana Ltd. Accra, Ghana. 2. ARTS EDUCATION IN CONTEMPORARY AFRICA, published by the United States Society For Education through the Arts (USSEA) The Ohio State University, December 1977. FIELDS OF STUDY Fields Of Study: Interdisciplary 1. Industrial Ceramics. 2. Education (Curriculum instruction and Supervision) 3. Education in the Arts 4. Educational Development 5. Philosophy of Education. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ....................................... iii VITA ......................... v LIST OF TABLES ................. ix Chapter I INTRODUCTION .................................. 1 The Background: A Kaleidoscopic View of the Impact of Modern Education in Africa's Development........... 4 Educational Achievements in Ghana and its Defects; Background for Improvement.................................. 9 The Statement of the Problem ............... 23 The Purpose of the Study ................... 24 Assumptions.................................. 25 The Scope and Limitations of the Study . 26 Methodology.................................. 27 Definition of Terms........................ 27 O v e r v i e w .................................... 29 II HISTORICAL PERSPECTIVE OF EDUCATIONAL DEVELOPMENT IN GHANA— THE P A S T ............... 31 Education in Traditional Ghana ............. 31 Western Education for Trade................. 39 The Missionary Efforts ..................... 41 Colonial Educational Policy................. 45 Educational Growth in the 20th Century . 48 Summary .................................... 68 III CONTEMPORARY TRENDS IN EDUCATIONAL DEVELOPMENT SINCE 1951 ........................ 71 Introduction ................................ 71 The Immediate Effects of the Accelerated Development Plan for Education.................................... 75 vi Chapter Page III (continued) Education and Manpower Development in Ghana During the 1960's ................. 87 Secondary School Curriculum and Courses. 97 Higher Education ............................ 101 The Structure and Content...................... 106 Nursery Education............................ 107 Elementary Education ..................... 10 8 Cu rricul um ................................... 110 Secondary Education.......................... Ill Summary......................................... 115 IV SOME MAJOR PROBLEMS IN GHANA'S EDUCATIONAL SYSTEM: THE DILEMMA OF EDUCATIONAL DE­ VELOPMENT AND ITS IMPLICATIONS IN NATIONAL DEVELOPMENT .......................... 119 Differentiation in the School System .... 132 Low Quality Standards in Education ........ 146 The Problem of Examination Mania ........... 14 8 Lack of Link Between Education and Manpower Planning.............................. 157 Excessive Length of Stages of Pre- University Education .......................... 160 Obstacles to Change............................ 161 Problems in Art Education...................... 164 The Problem of Content Development for Art Education — "The Need to Conceive of the Teaching of Art Within the Context of Twentieth Century Dynamics"............................ 174 Elitism and Educational Change ............. 175 The Problem of Lack of Adequate Research in Art Education................... 177 Summary....................................... 178 V STRATEGIES FOR INNOVATING GHANA'S EDUCATION; . 181 Toward a Theory of Education for Cultural Change and Development: Closing the Techno-Cultural Gap.......................... 181 The Need for Change.......................... 194 Towards
Recommended publications
  • Heralding the Other: Sousa, Simulacra, and Settler Colonialism

    Heralding the Other: Sousa, Simulacra, and Settler Colonialism

    Action, Criticism & Theory for Music Education ISSN 1545- 4517 A refereed journal of the Action for Change in Music Education Volume 15 Number 2 February 2016 Vincent C. Bates, Editor Brent C. Talbot, Associate Editor Heralding the Other: Sousa, Simulacra, and Settler Colonialism Matthew C. Graham © Matthew C. Graham. 2016. The content of this article is the sole responsibility of the authors. The ACT Journal and the Mayday Group are not liable for any legal actions that may arise involving the article's content, including, but not limited to, copyright infringement. Special Features: For optimal viewing and to access endnotes and citations by simply placing the cursor over the corresponding number and date, download and open this document in Adobe Reader. Action, Criticism, and Theory for Music Education 15(2) 146 Heralding the Other: Sousa, Simulacra, and Settler Colonialism Matthew C. Graham University of Oregon This paper addresses the role of music and music education in the perpetuation of settler colonialism (a particular colonial configuration predicated on the expulsion of indigenous people and occupation of indigenous land) within the United States. Using Baudrillard’s notion of simulacra, or “false truths,” to look at racialized depictions in John Philip Sousa’s 1910 suite, Dwellers of the Western World, this article identifies both the historic and ongoing discursive functions of such representations in the maintenance of a specific set of social relations. Through such examination, we can engender conversations regarding music education’s roll within settler colonial society and work towards redressing the resulting inequities of this societal structure. It is only through a resultant praxis that we can affect material change.
  • The Indebted Creditors: Colonialism, Underdevelopment and the Invaluable Value of the Historic Debt

    The Indebted Creditors: Colonialism, Underdevelopment and the Invaluable Value of the Historic Debt

    Continental Thought & Theory CT&T A journal of intellectual freedom Volume 1 | Issue 2: Debt and Value 333-352 | ISSN: 2463-333X The Indebted Creditors: Colonialism, Underdevelopment and the Invaluable Value of the Historic Debt David Pavón-Cuéllar Abstract: This paper examines four different approaches to the historic debt that developed countries owe to underdeveloped countries. It is shown how this debt has been disregarded by the cultural explanations of underdevelopment; how it was explained and condemned by Andre Gunder Frank, Ruy Mauro Marini, Theotonio dos Santos and other exponents of dependency theory; how it has been negated by the right-wing French intellectuals Max Gallo, Daniel Lefeuvre and Pascal Bruckner; and how it can still be recognized and problematized following Jacques Lacan’s ideas. The Lacanian theory, together with Alain Badiou’s critique of Sarkozism, is also used to criticize the denial of the debt by Gallo, Lefeuvre and Bruckner. Keywords: Historic debt, underdevelopment, colonialism, capitalism, Sarkozism, dependency theory, Jacques Lacan, Alain Badiou. http://ctt.canterbury.ac.nz CONTINENTAL THOUGHT & THEORY: A JOURNAL OF INTELLECTUAL FREEDOM Volume 1, Issue 2: Debt and Value There exist at least four different attitudes regarding the historic debt of developed countries vis-à-vis underdeveloped countries that were previously colonies. This debt can be overlooked, denounced, negated or problematized. Its problematization, which presupposes its recognition, will be the final outcome of this paper. What will be problematized here is not the unquestionable actuality of the historic debt, but its usual conceptions, its consequences and the ways in which its debtors and creditors may address it.
  • The African Liberation Reader, Vol. 1: the Anatomy of Colonialism

    The African Liberation Reader, Vol. 1: the Anatomy of Colonialism

    The African liberation reader, Vol. 1: the anatomy of colonialism http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.crp2b20039 Use of the Aluka digital library is subject to Aluka’s Terms and Conditions, available at http://www.aluka.org/page/about/termsConditions.jsp. By using Aluka, you agree that you have read and will abide by the Terms and Conditions. Among other things, the Terms and Conditions provide that the content in the Aluka digital library is only for personal, non-commercial use by authorized users of Aluka in connection with research, scholarship, and education. The content in the Aluka digital library is subject to copyright, with the exception of certain governmental works and very old materials that may be in the public domain under applicable law. Permission must be sought from Aluka and/or the applicable copyright holder in connection with any duplication or distribution of these materials where required by applicable law. Aluka is a not-for-profit initiative dedicated to creating and preserving a digital archive of materials about and from the developing world. For more information about Aluka, please see http://www.aluka.org The African liberation reader, Vol. 1: the anatomy of colonialism Author/Creator de Bragança, Aquino (editor); Wallerstein, Immanuel (editor) Publisher Zed Press (London) Date 1982 Resource type Books Language English Subject Coverage (spatial) Portugal, South Africa, Zimbabwe, Southern Africa (region), Mozambique, Guinea-Bissau, Cape Verde, Angola, Namibia Coverage (temporal) 1950 - 1974 Source Northwestern University Libraries, Melville J. Herskovits Library of African Studies, 320.9603 A2585, V. 1 Rights By kind permission of Sylvia Braganca, Immanuel Wallerstein, and Zed Books.
  • Education in Ghana. but If University

    Education in Ghana. but If University

    DOCUMENT RESUME ED 131 058 95 SP 010 618 AUTHOR George, Betty Stein TITLE Educa-Aon in.Ghana. SPONS AGENCY Offit.':e of Education (DHEW), Washington, D.C. REPORT NO DHEW-OE-75-19119 PUB DATE 76 NOTE 293p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-080-01446-7, $3.35) EDRS PRICE MF-$0.83 HC-$15.39 Plus Postage. DESCRIPTORS *African Culture; *Comparative Statistics; *Developing Nations; *Educational Administration; *Educational Development; *Educational History; Foreign Culture; Statistical Analysis; Statistical Data; Student Teacher Ratio; Teacher Certification; Teacher Education IDENTIFIERS *Ghana ABSTRACT This study, after introducing Ghana's history and people, traces the story of educational development since 1951 and describes the present formal educational system. The subject is divided into four categories of consideration. First, the development of education over the years from colonial times through the modern system that has evolved is discussed. Second, a description of the administration and financing of education is outlined. Third, there is presented a detailed outline of the schools and their programs of study from the elementary through the university level. There is a final summation of enrollment and output patterns, educational expansion, and opportunities. Comprehensive tables provide comparative statistics on the numbers and percentages of those involved in the educational process: past and current student enrollment; government expenditures; actual time spent in the classroom; number of trained and untrained teachers; certification of teachers; and degrees available in higher learning. An appendix of selected references is supplied. (JD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources.
  • "National Integration and the Vicissitudes of State Power in Ghana: the Political Incorporation of Likpe, a Border Community, 1945-19B6"

    "National Integration and the Vicissitudes of State Power in Ghana: the Political Incorporation of Likpe, a Border Community, 1945-19B6"

    "National Integration and the Vicissitudes of State Power in Ghana: The Political Incorporation of Likpe, a Border Community, 1945-19B6", By Paul Christopher Nugent A Thesis Submitted for the Degree of Doctor of Philosophy (Ph.D.), School of Oriental and African Studies, University of London. October 1991 ProQuest Number: 10672604 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10672604 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Abstract This is a study of the processes through which the former Togoland Trust Territory has come to constitute an integral part of modern Ghana. As the section of the country that was most recently appended, the territory has often seemed the most likely candidate for the eruption of separatist tendencies. The comparative weakness of such tendencies, in spite of economic crisis and governmental failure, deserves closer examination. This study adopts an approach which is local in focus (the area being Likpe), but one which endeavours at every stage to link the analysis to unfolding processes at the Regional and national levels.
  • COLONIALISM in JOSEPH CONRAD's HEART of DARKNESS Nur Lailatur Rofi'ah Rizki Mulya Romadhona, ABSTRACT INTRODUCTION What A

    COLONIALISM in JOSEPH CONRAD's HEART of DARKNESS Nur Lailatur Rofi'ah Rizki Mulya Romadhona, ABSTRACT INTRODUCTION What A

    COLONIALISM IN JOSEPH CONRAD’S HEART OF DARKNESS Nur Lailatur Rofi’ah Rizki Mulya Romadhona, ABSTRACT A study was done on a literature work, novel by Joseph Conrad’s Heart of Darkness . this study is done because this novel does not contain a story that entertain but also inform the adequate data about the historical aspect to its reader. The phenomenon that informed is colonialism and its influence toward the changing character of the story. The objective of the study is to describe the colonialism that written in the Heart of Darkness and and its influence toward the changing character of Mr. Kurtz. This study used the qualitative description as research methodology which involved with library research, internet browsing, historical text that related to the research study. The result of this study shown that the colonialism in the novel was a mission of civilization toward the savage that had been distorted in to a force, exploitation violence to the native. And the colonialism spirit and its circumtances can influence person inside become savage too. The conclusion of this study is that civilization can not be the reason of colonialism, whereas the violence and exploitation are only done by savage. Keywords : Heart of Darkness, Colonialism, Changing Character. INTRODUCTION literature work, it is a kind of What a piece of work is a man communication type between the writer How nobel in reason! How infinite in faculty! and the reader. Wonderfully, the reader Inform and movin how express and admirable! In action, how like an angel! who lives in modern time possibly In apprehension, how like a god! The beauty of the word,the paragon of animal.
  • UNIVERSITY of CALIFORNIA Los Angeles the Red Star State

    UNIVERSITY of CALIFORNIA Los Angeles the Red Star State

    UNIVERSITY OF CALIFORNIA Los Angeles The Red Star State: State-Capitalism, Socialism, and Black Internationalism in Ghana, 1957-1966 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Kwadwo Osei-Opare © Copyright by Kwadwo Osei-Opare The Red Star State: State-Capitalism, Socialism, and Black Internationalism in Ghana, 1957-1966 by Kwadwo Osei-Opare Doctor of Philosophy in History University of California, Los Angeles, 2019 Professor Andrew Apter, Chair The Red Star State charts a new history of global capitalism and socialism in relation to Ghana and Ghana’s first postcolonial leader, Kwame Nkrumah. By tracing how Soviet connections shaped Ghana’s post-colonial economic ideologies, its Pan-African program, and its modalities of citizenship, this dissertation contradicts literature that portrays African leaders as misguided political-economic theorists, ideologically inconsistent, or ignorant Marxist-Leninists. Rather, I argue that Nkrumah and Ghana’s postcolonial government actively formed new political economic ideologies by drawing from Lenin’s state-capitalist framework and the Soviet Economic Policy (NEP) to reconcile capitalist policies under a decolonial socialist umbrella. Moreover, I investigate how ordinary Africans—the working poor, party members, local and cabinet-level government officials, economic planners, and the informal sector—grappled with ii and reshaped the state’s role and duty to its citizens, conceptions of race, Ghana’s place within the Cold War, state-capitalism, and the functions of state-corporations. Consequently, The Red Star State attends both to the intricacies of local politics while tracing how global ideas and conceptions of socialism, citizenship, governmentality, capitalism, and decolonization impacted the first independent sub-Saharan African state.
  • Exploration of the Organizational Culture of Selected Ghanaian High Schools

    Exploration of the Organizational Culture of Selected Ghanaian High Schools

    Exploration of the Organizational Culture of Selected Ghanaian High Schools A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Education Grace Annor April 2016 © 2016 Grace Annor. All Rights Reserved. 2 This dissertation titled Exploration of Organizational Culture of Selected Ghanaian High Schools] by GRACE ANNOR has been approved for the Department of Educational Studies and The Patton College of Education by David Richard Moore Professor of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract ANNOR, GRACE, Ed.D., April 2016, Educational Administration Exploration of the Organizational Culture of Selected Ghanaian High Schools : Director of Dissertation: David Richard Moore The purpose of this study was to explore the organizational culture of two high schools in Ghana, examine the unique influence of cultural components on the schools’ outcomes, identify the exceptional contributions of the schools’ subcultures, investigate the emergent leadership styles of the schools’ leaders, and determine how these approaches promoted their work. This qualitative dissertation examined the various ways that the schools defined culture; how the schools’ subcultures participated in school governance; and how school leaders approached school governance. The description of the cultural components focused on the physical structures, symbols, behavior patterns, and verbal expressions, beliefs and values; and expectations. These descriptions were based on Edgar Schein’s diagnosis of the levels of culture. Efforts to improve school outcomes have not considered school culture, as a strategy in Ghana, neither has any educational research focused on the organizational culture of schools.
  • Treasures in Trusted Hands

    Treasures in Trusted Hands

    Van Beurden Van TREASURES IN TRUSTED HANDS This pioneering study charts the one-way traffic of cultural “A monumental work of and historical objects during five centuries of European high quality.” colonialism. It presents abundant examples of disappeared Dr. Guido Gryseels colonial objects and systematises these into war booty, (Director-General of the Royal confiscations by missionaries and contestable acquisitions Museum for Central Africa in by private persons and other categories. Former colonies Tervuren) consider this as a historical injustice that has not been undone. Former colonial powers have kept most of the objects in their custody. In the 1970s the Netherlands and Belgium “This is a very com- HANDS TRUSTED IN TREASURES returned objects to their former colonies Indonesia and mendable treatise which DR Congo; but their number was considerably smaller than has painstakingly and what had been asked for. Nigeria’s requests for the return of with detachment ex- plored the emotive issue some Benin objects, confiscated by British soldiers in 1897, of the return of cultural are rejected. objects removed in colo- nial times to the me- As there is no consensus on how to deal with colonial objects, tropolis. He has looked disputes about other categories of contestable objects are at the issues from every analysed. For Nazi-looted art-works, the 1998 Washington continent with clarity Conference Principles have been widely accepted. Although and perspicuity.” non-binding, they promote fair and just solutions and help people to reclaim art works that they lost involuntarily. Prof. Folarin Shyllon (University of Ibadan) To promote solutions for colonial objects, Principles for Dealing with Colonial Cultural and Historical Objects are presented, based on the 1998 Washington Conference Principles on Nazi-Confiscated Art.
  • Pidgin! Make We Hear Your Speak, Make We Know Why Chaw Students Dey Luv You Desiree Pipkins

    Pidgin! Make We Hear Your Speak, Make We Know Why Chaw Students Dey Luv You Desiree Pipkins

    SIT Graduate Institute/SIT Study Abroad DigitalCollections@SIT African Diaspora ISPs African Diaspora Collection 4-1-2004 Pidgin! Make we hear your speak, Make we know why chaw students dey luv you Desiree Pipkins Follow this and additional works at: http://digitalcollections.sit.edu/african_diaspora_isp Part of the African Languages and Societies Commons Recommended Citation Pipkins, Desiree, "Pidgin! Make we hear your speak, Make we know why chaw students dey luv you" (2004). African Diaspora ISPs. Paper 57. http://digitalcollections.sit.edu/african_diaspora_isp/57 This Article is brought to you for free and open access by the African Diaspora Collection at DigitalCollections@SIT. It has been accepted for inclusion in African Diaspora ISPs by an authorized administrator of DigitalCollections@SIT. For more information, please contact [email protected]. Pidgin! Make we hear your speak, Make we know why chaw students dey luv you Desiree Pipkins Academic Advisor: Dr. Naana Jane Opoku-Agyemang ISP Advisor: Dr. Lawrence Owusu-Ansah SIT Ghana African Diaspora Spring 2004 TABLE OF CONTENTS Acknowledgements Abstract Introduction Chapter One: 1.1. Role of Language in Society: Language as Culture 1.2. History of English in Ghana 1.3. Resistance to English Chapter Two 2.0. Introduction to Pidgin 2.1. Origin of Ghanaian Pidgin English 2.2. Entry of Pidgin English into Senior Secondary Schools Chapter Three 3.0. Why Students Speak Pidgin English 3.1. Student Pidgin as an Argot 3.2. Code Switching with Student Pidgin 3.3. Process of Pidginization 3.4. Student Pidgin as a Gender Specific Phenomenon Chapter Four 4.0. Methodology 4.1.
  • Colonialism, Imperialism and Desire in Conrad´S “Heart of Darkness,”

    Colonialism, Imperialism and Desire in Conrad´S “Heart of Darkness,”

    Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Jakub Res Sex, Money, Disillusionment, Psychoanalysis: Aspects of Colonialism and Imperialism in Selected Texts by Joseph Conrad and Rudyard Kipling Master‘s Diploma Thesis Dr. Stephen Paul Hardy, Ph. D. 2013 1 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author‘s signature 2 I would sincerely like to thank Dr. Stephen Hardy for all of his assistance, invaluable advice, and endless patience. 3 Table of Contents I. A General Introduction ….……………………...………………………………...…..5 II. Colonialism, Imperialism and Desire in Conrad‘s ―Heart of Darkness,‖ Nostromo and Lord Jim ……………………………………………………….……………………..24 III. Temptation and Conflict: Colonialism and Imperialism in Kipling‘s Kim and ―The Man Who Would Be King‖……………………………….………………………….64 IV. Conclusion……...…..………………………………………………………………...93 V. Works Cited………………………………….……………….………………………98 VI. English Resume…………………………………..……………………….…………101 VII. Czech Resume……………………………………………………………………….102 4 I. A General Introduction This thesis endeavours to analyze a number of novels, a novella and a short story by Conrad and Kipling, namely Conrad‘s ―Heart of Darkness,‖ Nostromo and Lord Jim, and Kipling‘s Kim and ―The Man Who Would Be King.‖ However, a number of references to other Kipling texts are also provided (e.g. the poems ―If,‖ ―The Ballad of East and West,‖ or ―Recessional‖). As the title suggests, the main objective of this thesis is, within the causal framework of colonialism and imperialism as these two concepts are represented in the texts in question, to investigate aspects of the interplay between sexuality and the sexual instinct and the emphasis on ownership central to the British imperialist and colonialist society of the late 19th and early 20th century.
  • Global Colonialism, Austerity and Neo-Liberal Assimilation Maria Giannacopoulos Flinders University

    Global Colonialism, Austerity and Neo-Liberal Assimilation Maria Giannacopoulos Flinders University

    Law Text Culture Volume 19 Troubling Waters: Speaking (of) Forbidden Article 9 (Legal) Subjects 2015 Sovereign Debts: Global Colonialism, Austerity and Neo-Liberal Assimilation Maria Giannacopoulos Flinders University Follow this and additional works at: http://ro.uow.edu.au/ltc Recommended Citation Giannacopoulos, Maria, Sovereign Debts: Global Colonialism, Austerity and Neo-Liberal Assimilation, Law Text Culture, 19, 2015, 166-193. Available at:http://ro.uow.edu.au/ltc/vol19/iss1/9 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Sovereign Debts: Global Colonialism, Austerity and Neo-Liberal Assimilation Abstract What does it mean for a sovereign nation to be in debt? What does it mean to be sovereign in the context of debt? Which debts must be paid and which debts can be disavowed? What is the role of law, in particular the High Court of Australia, in rendering Australian sovereign debt invisible? Why has the notion of ‘sovereign debt’ become synonymous with countries like Greece while other sovereign debts remain invisible? In this article I interconnect the seemingly unrelated debt crises of Greece and Australia. I take a critical legal approach to the effaced debt scenario of colonial Australia and the imperialising economic order in contemporary Greece in order to extend, in cultural and racial terms, the discussions possible on sovereign debt. This journal article is available in Law Text Culture: http://ro.uow.edu.au/ltc/vol19/iss1/9 Sovereign Debts: Global Colonialism, Austerity and Neo-Liberal Assimilation Maria Giannacopoulos* We ran this country, then those first boat people come and they never went away and they literally took over this country through force of arms and everything else that happens through colonialism and as my friend and sister Mary always says “they got a country for free”.