Search

This paper questions the extent to which current critical engagements with postcolonial realities may exhibit an exoticising tendency they simultaneously decry as colonialism's orientalist reflex. Contemporary instances of the exoticization of the "other", however, are not necessarily the result of a practice of cultural translation that becomes 'the superimposition of a dominant way of seeing, speaking and thinking onto marginalised peoples and the cultural artefacts they produce' (Huggan, A Postcolonial Exotic 24). Instead, it is proposed they result from a reaction to a localized political disenchantment that leads to an imagining of a postcolonial distanced "other" portrayed as the possibility of resistance to the hegemonic forces bemoaned by the postcolonial critic. Is it legitimate, therefore, to ask whether the exoticizing essence of the description of Portuguese Timor in the 1930s by the deportado Paulo Braga as 'Um país onde é belo e doce viver' survives as an undercurrent in analyses of postcolonial Timor-Leste? [ABSTRACT FROM AUTHOR]

An essay is presented on postcolonial anxieties within the half-island of Timor-Leste. It examines the artificial constraints of colonialism which arise from external influences. It analyzes the colonial attempts to island the East Timorese within cultural frames. It discusses the competing views of the national identity of postcolonial East Timorese.

An introduction is presented in which the editors discuss various topics within the book including the history of discourses about islands, post-slavery cultures in the Caribbean and Indian Ocean, and the production of poetry in Montserrat Island after natural disasters.

The article focuses on the nature of self-perceptions of student teachers during his/her student teaching experiences in the U. S. The perception of student teacher to oneself rooted from the experiences he/she has with the college supervisors and the cooperating teachers. When supervisors and other teachers present a good impression on the teaching experience of a student, then a student-teaching experience of a student teacher builds a constructive influence and makes internship worth remembering. Supervisors and cooperating teachers are considered to be an important factors in making student-teaching experience meaningful.

The article reports on a study conducted in the United States to discover the influences of middle school on the children in Grades 6, 7, and 8. The study also discovers the ways in which these children look at themselves and compare their self-perceptions with those of children in the same grades in traditional schools. It was found that the middle-school pupils have lower self-perceptions than the traditional-school pupils. The middle schools are not meeting pupils' needs as satisfactorily as being done by traditional schools. One reason of this development could be the emphasis of middle school more on academic achievement than on social and psychological developments of the pupils.