▼ This thesis critically examines the construction, manipulation, and performance of identity in La Voyeuse interdite (1991) and Garçon manqué (2000) by Nina Bouraoui, a contemporary Franco-Algerian lesbian author. As a postcolonial female writer, Bouraoui challenges both colonial and patriarchal discourse. Throughout this thesis, I argue that postcolonialism (as both a school of thought and a political and social reality) must confront an increasingly ambiguous world where essentialist assumptions about identity deteriorate. Identity, I argue, is not an intrinsic characteristic or the expression of an individual’s essence, but rather the effect or the construction of a multiplicity of cultural, ethnic, political, and social influences. By analyzing identity as a stylized, ritualized, and repeated social performance, I call attention to the power structures that legitimize and normalize these performances. This thesis is a multifaceted theoretical approach to Bouraoui’s writing, incorporating scholarship in performance studies along with postcolonial and feminist theories. Advisors/Committee Members: Vines, Lois.

▼ Occitan is a romance language spoken in the south of France as well as northern Spain and Italy. Until 1539, it was an official language in southern France, where it was used in all types of documents and everyday interactions. Since 1539 and the establishment of French as the language of France, Occitan has been reduced to the status of minority language and its usage has diminished. Today, Occitan is regaining power in the southern region, where there are now monolingual, Occitan schools and a growing artistic culture involving the theater, literature, and music. This thesis in French examines the history and current status of the language and also discusses the phenomenon of language death in order to assess Occitan’s potential to survive as a viable language. Advisors/Committee Members: Vines, Lois.

▼ This thesis examines the presentation of World War Two and the Holocaust in children's literature in French. From a number of French-Language books the images and text are examined to discern how this complicated subject is taught to children. Many shocking images such as the Swastika and the Star of David appear in most of the works selected for analysis. This study also examines the motivations of authors, the presence of Nature as a central theme of hope, and other resources available to children about these subjects. The sensitive subject of the Holocaust needs to be taught at some point in children’s lives, especially those living in France. Although the young readers are not in the same situation as the characters of these books, the Holocaust is part of France’s history. This present study supports the reason children need to be exposed to the truth instead of kept in ignorance. These resources are relatively new and extremely powerful in their messages and ideas. Authors and illustrators make important decisions about content and presentation. These illustrated books for young children are beautiful, heartbreaking, educational, and inspiring. Most importantly these books teach their young audience to ask the right questions and work towards preparing them for life’s challenges and to never stop asking “why?” Advisors/Committee Members: Vines, Lois.