Master of Arts, The Ohio State University, 2007, Graduate School

Committee: Not Provided (Other) Subjects:

MA, University of Cincinnati, 2005, Arts and Sciences : French

The work of Francophone authors provides fertile ground for the analysis of the importance of libraries and archives in the production of post-colonial literature. In particular, the work of Jacques Derrida, Leila Sebbar and Assia Djebar lend themselves to this kind of assessment. Beginning with Derrida's published presentation, Archive Fever, the library/archive is defined. Francophone writers and researchers working within the libraries/archives of metropolitan France must constantly decipher information based upon historical bias. The effects of this research are reflected in the writings of francophone authors. Sebbar shows the library/archive as an exonerated institution where two cultures meet. Djebar writing is the product of thorough research of a trained historian. She engages the historical record by interweaving the past with the present, mixing archival research with North African oral tradition and personal narrative to creates a new voice. The work of Francophone authors demonstrates the importance of the library/archive and points to the importance of this kind of analysis in French literature.

Committee: Michele Vialet (Advisor) Subjects: Literature, Romance

Doctor of Philosophy, The Ohio State University, 2008, Educational Theory and Practice

This dissertation investigated the viability of the Collaborative Reasoning (CR) approach to discussion as a way to foster the development of advanced proficiency via use of the target language, French, during discussions of literature. In this study oral proficiency referred to extended discourse and stating and defending opinions. A specific framework for discussion, Collaborative Reasoning, was implemented in this course. CR aligns well with the development of advanced speaking functions (i.e. extended discourse and stating and defending opinions) for two important reasons. First, it focuses on providing evidence and reasons for thinking (stating and defending opinions) and second, it is built on an open participation structure which encourages students to talk to each other as they would in authentic conversation. In addition to language functions, CR was also investigated for its usefulness as a way for students to respond to literature. The results of this study suggest that the CR framework is a viable means by which to: 1) elicit extended discourse in French in a literature course 2) provide opportunities for authentic communication between students and 3) provide opportunities for students to state and defend opinions using the target language. An additional finding of interest was that the CR discussions elicited several examples of students supporting each other linguistically. Regarding CR and literary goals, the results of this study also suggest that CR allows students to respond to literature in several ways. These ways include: making personal and textual connections to events in the stories, considering alternatives, and comparing and contrasting textual themes. This study also examined responses to the implementation of CR. Findings suggested that the students appreciated the opportunity to share their thoughts and opinions with their classmates and appreciated having specific phrases and expressions to use as they learned to express their ideas i (open full item for complete abstract)

Committee: Alan Hirvela (Advisor); Wynne Wong (Committee Member); Anna O. Soter (Committee Member) Subjects: Education; Language

Master of Arts, Miami University, 2005, Theatre

This critical analysis asserts that the play Anowa is a critique of the ideologies imposed upon the African postcolonial subject. Chapter one is a dramaturgical exploration of the position of oral literature in the perpetuation of the Akan cultural myth through exposure of specific gender discrepancies inherent within its form, and examination of its influence in the creation of modern Ghana whose social and political environment is the inspiration for Aidoo's work. Chapter two, a literary analysis, positions Aidoo's construction of Anowa as a performative critique that dismantles the myth of the Akan gendered identity supported through indigenous oral literature, and perpetuated in West African written works, which, in cooperation with colonial indoctrination, entraps the African subject (Anowa). Chapter Three offers a critical analysis of the themes, symbolism, and performative results manifested through the direction and design of the Miami University production of Anowa, which served as the writer's directing thesis.

Committee: Paul Jackson (Advisor) Subjects: