Throwing off the shackles of colonialism?

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1 Fanon highlights such a strategy with regard to the European colonisation of Africa: ‘For the colonist, the Negro was neither an Angolan nor a Nigerian, for he simply spoke of “the Negro”. For colonialism, this vast continent was the haunt of savages, a country riddled with superstitions and fanaticism’ (1963: 170).

2 This dialectic is indicated when the protagonist explains: ‘I taught him to say Master, and let him know this was to be my name’ (Defoe 2001: 218), yet it is in particular Friday’s voluntary acceptance of himself as Crusoe’s slave that stabilizes and ultimately justifies the coloniser’s claim as master.

3 Mignolo explores ‘coloniality’ as ‘the darker and hidden face of modernity‘ (2005: xiii).

4 See Ortu (2009) for an analysis of Italian primary school learning materials, and Rings (2006: 141) for foreign language learning course books in which the traditional Robinson-style protagonist has survived.

5 For a comparative analysis of these two films see Rings 2005.

6 Adam (2002: 23) summarizes with this expression the importance to search for alternatives beyond the creation, commodification, control and colonization of industrial time.

7 See Weaver-Hightower for a discussion of ‘fears about the United States‘ global role, specifically fears of the loss of […] global hegemony’ (2006: 302).

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