French interventionism in African countries often faces accusation of postcolonialism. Although President Hollande announced that France would build equal relations towards African states, he decided to intervene in Mali and the Central African Republic (CAR). Contributing to understandings of France's Africa policy, this thesis compares the legitimization discourse of French military operations in Mali and the CAR. It provides new findings by examining postcolonial legitimization strategies as well as contrasting strategies based on equal partnership through a qualitative content analysis. Jasmin Auerbach completed her master's degree in Political Science at the Leibniz University Hannover. Her research focus is peace and conflict studies. The appendix of the book is available here as a free download

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What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. “Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development.” – Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada “The book is a welcome addition to discourses and analyses on education in sub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa.” – Michael Tonderai Kariwo, PhD, Instructor and Research Fellow, University of Alberta, Canada

This book examines how sovereignty works in the context of European integration and postcolonialism. Focusing on a group of micro-polities associated with the European Union, it offers a new understanding of international relations in the context of modern sovereignty. This book offers a systematic and comparative analysis of the Overseas Countries and Territories (OCTs), the EU and the four affected Member States: UK, France, the Netherlands and Denmark. Contributors explore how states and state-like entities play ‘sovereignty games’ to understand how a group of postcolonial entities may strategically use their ambiguous status in relation to sovereignty. The book examines why former colonies are seeking greater room to manoeuvre on their own, whilst simultaneously developing a close relationship to the supranational EU. Methodologically sophisticated, this interdisciplinary volume combines interviews, participant observation, textual, legal and institutional analysis for a new theoretical approach to understanding the strategic possibilities and subjectivity of non-sovereign entities in international politics. Bringing together research on European integration and postcolonial theory, European Integration and Postcolonial Sovereignty Games will be of interest to students and scholars of International Relations, EU studies, Postcolonial studies, International Law and Political Theory.

This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people. It draws on a range of theorists across these fields internationally, mobilising social exchange and intelligent complex adaptive systems theories to address the key problematic of intergenerational, educational failure. Ma Rhea establishes the basis for an Indigenous rights approach to the state provision of education to Indigenous peoples that includes recognition of their distinctive economic, linguistic and cultural rights within complex, globalized, postcolonial education systems. The book problematizes the central concept of a partnership between Indigenous people and non-Indigenous school leaders, staff and government policy makers, even as it holds this key concept at its centre. The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education. Leading and Managing Indigenous Education in the Postcolonial World will be of value to researchers and postgraduate students focusing on Indigenous education, as well as teachers, education administrators and bureaucrats, sociologists of education, Indigenous education specialists, and those in international and comparative education.

From a major scholar, a postcolonial perspective on key current and historical issues in Anglicanism, foregrounding the voices of theologians and church leaders from the Global South. In recent years, the Anglican Communion has been consumed by debates about gender, sexuality, authority, and biblical interpretation, which have frequently divided along North/South lines. Much of these controversies stem from the colonial history of Anglicanism. Written by a pioneer in postcolonial theology, this groundbreaking volume challenges Eurocentrism and racism in the Anglican Communion by highlighting the voices of theologians and church leaders from the Global South. The Anglican Tradition from a Postcolonial Perspective scrutinizes Anglican theology and history to advocate for the decolonization of the Church. It examines controversies on Christianity and the social order, economic justice, worship, gender and sexuality, women’s leadership, and the Church’s mission in a religiously pluralistic world.

After the collapse of the Soviet Union, Eastern European countries were said to be playing catch up with the West, and in the field of development cooperation, they were classified as 'new donors.' This book aims to problematize this distinction between old and new development donors, applying an East–West dimension to global Orientalism discourse. The book uses a novel double postcolonial perspective, examining North–South relations and East–West relations simultaneously, and problematizing these distinctions. In particular, the book deploys an empirical analysis of a 'new' Eastern European donor (Slovakia), compared with an 'old' donor (Austria), in order to explore questions around hierarchization, depoliticization and the legitimization of development. This book's innovative approach to the East–West dimension of global Orientalism will be of interest to researchers in postcolonial studies, Eastern European studies, and critical development studies.