The woman in Ukrainian historical belles-lettres 1880–1890’s

Ukrainian historical fiction of the late nineteenth century is a strategy which outlines the characteristics of national identity. Presence of a woman in such models has a particular semantic role. In Ukrainian historical novels the feminine role is sometimes projected on the plane of patriarchal axiology and in some cases becomes masculinum under militant discourse of the past. The image of a woman in Ukrainian historical fiction of 1880–1890’s makes it possible to outline the intersection of the colonial and anti–colonial narratives.

Ukrainian Literature: Between Ukraine and Literature.

This article is dedicated to the anthology Solomon’s Red Star (2012), which contains 25 essays describing 25 administrative regions of contemporary Ukraine. Different rhetorical strategies presented by authors are analyzed from a postcolonial perspective. The most important elements of the postcolonial narrative are a notion of a literature as a mirror of reality and understanding of a narrative as a kind of a travelogue, when the author acts as a guide and the reader is supposed to be a tourist. A narrative is mostly past-oriented but not future-oriented and the main challenge to the authors is that a history is neither coherent nor complete. A post-soviet stereotype-based narrative is opposed by a mythological poetics as a means of creating a new cultural identity.

Pytanie badawcze tekstu sprowadza się do rozważań nad możliwością aplikacji teorii postkolonialnych w przypadku postsowieckiej Gruzji. Krytyka postkolonialna niemal ominęła sferę postsowiecką, pozostawiając ogromną przestrzeń polityczną w monopolu idei interpretacji przez badania systemowo-tranzycyjne. Przez rozważania nad potencjalnymi limitacjami dla możliwości przepisania teorii w odmiennych uwarunkowaniach politycznych autor próbuje rozwinąć szerszą perspektywę dla interpretacji socjopolitycznych procesów w postsowieckiej Gruzji. Przypadek Gruzji jest interesujący dla teorii postkolonialnych, gdyż zgodnie z hipotezą Gruzja podlega dwoistości postkolonialnego doświadczenia. Z jednej strony podlega procesom dependencyjnym ze strony byłego hegemona, z drugiej w ten sam sposób (jako kolonialny dzierżawca przemocy) postrzegana jest przez mniejszości etniczne w „lokalnym” imperium. Zatem, używając nomenklatury postkolonialnej, tekst stara się zredefiniować transformacyjne i postkolonialne doświadczenie Gruzji.

This article explores language-in-education (LIE) policies within post-colonial contexts, with a specific focus on Tanzania. It provides a systematic exploration of the multifaceted factors that shape these policies and their profound impact on academic performance and educational outcomes in the country. Specifically, the article examines the relationship between policies prioritizing students’ mother tongue or familiar language and academic performance. Additionally, it assesses the influence of policies favouring the language of the past colonizer on academic outcomes in primary and secondary education. The theoretical foundation of this study is Critical Theory, a framework which illuminates the power dynamics and social inequalities inherent in policy development and implementation. It provides insights into how dominant linguistic groups exert influence in decision-making processes and how language policies perpetuate existing social hierarchies. The study holds significant research value, as it addresses the pivotal role of LIE policies in shaping educational outcomes and socio- economic opportunities within multilingual societies. It acknowledges the contentious nature of language and education debates within the African context, especially in primary education. A key contribution of this research is its holistic approach. Unlike studies that solely focus on academic performance metrics or isolated variables, it considers a wide range of societal, historical, and political factors that intersect with language policies. This comprehensive view allows for a deeper understanding of the challenges posed by English as a third language in Tanzania’s educational system. Furthermore, the study underscores the importance of engaging multiple stakeholders, ensuring teacher readiness, and incorporating the perspectives of students to effectively implement LIE policies. It emphasizes the need for increased government commitment and public awareness to develop inclusive and equitable policies that promote quality education and social justice. In conclusion, this article offers valuable insights into the complex landscape of LIE policies in Tanzania. It calls for a nuanced approach that considers the unique context of each post-colonial nation to develop pragmatic and equitable language policies conducive to desired educational outcomes.