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The title of the chapter:

The Themes of Colonial Discourse in British Textual Representations 1914-1958

Type of the order: A Chapter of a research

Field of Study: Postcolonial Studies and Middle Eastern Literature

Approach: Postcolonial Critical Discourse Analysis.


Kindly read these clarification and requirements carefully and take them into consideration:

There is no need to write introduction, conclusion, abstract, outline…, you should directly write the chapter.
Dear expert, if you don’t have enough background on Postcolonial Theory, please reject the order.
Please use APA as the style of documentation of sources.
Please read the sources and thesis which are discussed the same topic in order to obtain nuanced understanding to the topic.
You should send me the list of all sources which you used for each chapter.
You should use a specific citation style.
Using 4-5 Citations and quotations for each page.
Please write your arguments, definitions, and understandings at the end of each theme.
The supervisor says repeatedly ‘it is necessary that if you write unfamiliar names, words, places, term, in this case, you have to explain them in a footnote’.
The percentage of plagiarism and similarity in the chapter should be less than 5% via Turnitin.
Kurds dispersed into mostly four nations (Turkey, Iraq, Syria and Iran)., this dissertation focuses and allocates for Kurds in Iraq in 1914-1958 We have to ignore the issues of Kurds in the other three countries.
The chapter is piratical chapter, not historical chapters. It attempts to read, analyse, and disrupt British Colonial Discourse through British Colonial Textual representations from 1914 to 19158 on Kurds in Iraq. The textual representations includes some British Texts (Main texts) that I prepared via a Google drive link: Main Texts.
We have to don’t discuss any issues which are related to Kurds in Turkey, Iran and Syria. The study focuses on Kurds in Iraq only.
I already determined 6 steps below about how to write and pick themes of British Discourse in this chapter, Please write it according to the 6 steps.
The study focuses on British as colonizer and Kurds in Iraq as colonized people in critical perspectives which is Postcolonial theory.
Important note: Postcolonial Critical Discourse analysis is the research method for the study which is a common qualitative research method in Postcolonial Studies and Middle Eastern Studies. Therefore, without knowing enough information about the method, and How to conduct it, we cannot get any result. So, as I mentioned previously, without profound understanding and deep knowledge on the theory- method and historical contexts of the topic, we cannot obtain the aims of the study, so please read on Postcolonial theory and how conduct it in academic research as well as gather information on historical contexts on the topic and the texts.
Very Important note: Postcolonial theory is a theory of the research, but it has variety of ideas, terms, arguments and huge number of theorists. Therefore, this chapter focuses on three theorists as a major theorists in this research: Edward Said, Homi K. Bhabha. Gayatri Spivak. There is no need to write on these three theorists and their works becase it is a practical chapter of a reserach, but We have to analyse the themes of the British Textual Representations through the lens of the contributions of these three theorists.
Edward Said: we should to analyse the themes of British colonial discourse in the texts through the arguments of Edwards Said, his views on Identity, Objectivity, self- Orientalism, The other. Exoticism. Racism.
Some sources for understanding and having an idea about Edward Siad:

Homi K. Bhabha: we should deal with these terms below as a theme of British Colonial Discourse: The Bhabha’s terms are: The Other, Mimicry, Ambivalence, Third space, the Stereotype, The nation. We should examine the presence of themes of colonial discourse in the British through his terms and views.
Some sources for understanding and having an idea about the terms: Pages 10,124

page 108. )

Gayatri Chakravorty Spivak: we should consider these two terms as a theme of British Colonial Discourse. If you find them in the texts. The terms are: Can the Subaltern Speak? 2- Strategic Essentialism.
Some source for understanding and having an idea about her terms:

Page 198

page 48 ).

Note: Please note that there is no need to discuss and analyze the arguments and the contributions of these three postcolonial theorists, but you should analyze and read the British texts (Main texts) and their themes through the lens of their arguments and contribution that mentioned above. The sources give you an idea about the terms. They can support you in understating the topic.

The themes should not be less than 10 themes. For each theme, we should take more than 6 samples in different main Texts. We also need to take 2-3 other samples from secondary texts for each theme as well. We have to read, analyse, and disrupt the discourse of British Colonialism in the textual representations through contrapuntal reading. You should write on each theme as per 6 steps below.

All of these points are the requirements of the supervisor. He warned me to write the dissertation as per these requirements, otherwise, he will not check the writings.


An Introduction about the research:

It is just an introduction about the research in order to understand the main and the path of the study:

It is a comparative study depends on duality dominance-subordination relationship between British Colonizer Power and Kurds colonized people in Iraq through Textual Representations 1914-1958. it attempts to explore interpretations of the role of Colonial discourse and cultural control as a sort of power for British domination and exercising colonialist authority over the Kurds in Iraq, as also highlighted the impact of the colonist ideology and culture upon the Kurdish culture and identity. And identify or determine many dilemmas and themes which appeared with colonialism in Kurdish society such as, Repression, Subjugation and Oppression, hybridity, Mimicry, Euro-centric, ethnic conflicts and so on. It examines the operations of the discourse of colonialist ideology and resistance to colonialism textual representations, to show and investigate the political, and ideological themes of postcolonial discourse in both colonized Kurds and British Colonizer texts. Here discourse is not a form of knowledge that is used instrumentally in service of power but rather is itself a form of power. It is derivative form of power relations shape and construct identity.

Chapter: The Themes of Colonial Discourse in British Textual Representations 1914-1958

 The chapter focuses the themes of British colonizer’s discourse about the Kurds in Iraq which is tied up with the military and economic domination of the Iraqi Kurdistan.

This chapter attempts to read (contrapuntal reading) and understand British Colonial Discourse on colonized Kurds through British textual representations (Main Texts) of British orientalists and Political officers who served in British Colonial administration in Iraqi Kurdistan and were interested in Middle Eastern and Kurdish issues. The chapter attempts to find out the characteristics and themes of postcolonial discourse through texts in different stages from 1914 to 1958. it also tries to understand how British Colonizer implanted the colonial culture into Kurdish Culture and Identity. How British colonization impacts the Kurdish identity in Iraq?

 The chapter attempts to unfold links between the power knowledge (The role of British elites- intellectuals, British Orientalists, Political officers, British colonial Textual Representations) nexus that connects the discourse of Orientalism with the military and economic domination and hegemony of the Kurds in Iraq by the British, The main purpose in this chapter is not just to reveal this connection only but to disrupt it. And the way in which the chapter seeks to bring about this disruption is through what we called contrapuntal reading, contrapuntal reading of the texts that use the discourse of Orientalism.

Themes of British Colonial and Postcolonial Discourse

In the research, the British textual representations include the texts which ratified and published by British Oriental organization, western academic canters, and British colonial administration. In British Texts (Main Texts) on Kurds, There are many common themes into British colonial discourse which were reflected and demonstrated many thematic concepts that are quite connected with both ‘British colonizer’ and ‘ Kurds colonized’. The chapter attempts to find out colonial themes in the Texts and analysing the themes through a nuanced understanding and contrapuntal reading for postcolonial issues. Here, the most important point is making a balance between the arguments and terms which were related to the postcolonial theory and it should be reflected in reading and analysing the themes of the texts in this chapter.

 In order to determine the postcolonial themes of the British texts (Main texts), we have to read them deeply, I have not read all of them, but I just want to remind you some common postcolonial themes, we have to explore all themes of British colonial Discourse in the texts, they should be more than 10 themes, and we have to cite 6 samples from different texts for each theme and heading.

I have not selected and find out the themes of colonial discourse of British textual representations 1914-1958, I just prepared texts and sent you via Google drive links. In your turn, you should read and analyse them under the lens of  postcolonial theory ( Edward Said, fanon, Bhabha, spivak) and determine the themes of the colonial discourse in the Texts, but I’m writing some common themes of Colonial discourse in order to be clear for you, we should focus on the themes that exist in the texts,

Some common themes are : 

The Common Themes of Colonial Discourse

  • Propaganda and deceitful discourse
  • The Self(British) and Otherness (Kurds) …( Otherness, and Alterity)
  • Hybridity, Border Crossing, and Polyrhythm
  • Mimicry
  • Exoticism
  • racism
  • Center and Margin (Euro-centric) (superiority and inferiority)
  • Westernization (Britishization)
  • Essentialism
  • Subalternism (people who has been marginalized or oppressed),
  • Repression, Subjugation and Oppression
  • The Promtivation of Tribalism and Feudalism: British propagated to modernize Kurdish Society, but they aslo promotivatiopn the emotion of Tribalism, it is a part of hypocrisy and duality of colonial attitude and policy, but why? To control Kurdish people through Chief of tribes??? To apply divide and conquer policy??? you can find this them into texts.   This paper maybe useful for you: Interrogating the tribal: the aporia of ‘tribalism’ in the sociological study of the Middle East:

  • Cultural resistance
  • Ambivalence
  • Third space (Homi Bhabha)
  • Exploitation colonialismeconomic exploitation through Representations of Places.(Some British orientalists describe places, natural resources, agricultural places of Kurds area of Iraq in their texts for a colonial purpose,  this research is good for this theme:
  • Gender and Colonialism
  • Inter-Cultural Translations
  • Miscellaneous
  • Migration
  • Subordination
  • Dominance
  • Hegemony
  • Diaspora
  • Print capitalism
  • Ethnicity…………. and so on….

Note: Please, if you find out any other themes of Colonial Discourse in the Texts, you can write on them as well. I really did not read the texts deeply.

Even though I listed and mentioned some themes of postcolonial discourse above, but I really don’t know exactly which one of the themes existed and reflected into the British Texts. We have to read the texts very carefully in order to pick and analyse the themes. I only listed some common themes of postcolonial discourse that maybe exist in any Postcolonial texts.

The Selected Texts & the Sources

 British Selected Texts for Chapter Three

  • Main Texts: Main British Textual representations: are the main texts of the British political officers and orientalists from 1914 to 1958, They are the selected texts of the chapter, like: Major Ely Banister Soane, Major E.W.C. Noel, Arnold T. Wilson, Gertrude Bell, C. J. Edmonds, W. R. Hay, Dr. G. M. Lees, Wallace Lyon, A. M. Hamilton and Mrs. Lindfield Soane. They are most important texts for the chapter. We have to give priority to them…….  I prepared all of them in Google drive link– file below . I also prepared some important sources on each British orientalists (authors) with a document which explained some issues on texts and authors in details. The Link:

  • Secondary Texts: Secondary British Textual representations. They also are important, but they are not main texts, they contain of some texts and researches on Kurds in Iraq in that time. We have to use them for supporting and analyzing main selected texts, for example, the texts of Mark Sykes Journey ın North Mesopotamia 1907’ and ‘The Kurdish Tribes of the Ottoman Empire. 1908’ … or……. -Colonel G. P. MacClellanAir Co-Operation in Hill Fighting Kurdistan 1923. Royal United Services Institution. Journal. 1927.

They are very important text and the authors are famous diplomats of British Colonialism in Middle East. ….

The Google drive link of The Secondary Texts:

  • Supported Texts: I prepared the main text of each British orientalists, but some of these authors had written some other texts or researches on Kurds which we called Supported Texts, some of these texts are not specially on Kurds in Iraq only, others are not considered as type and genre which this dissertation considered to, such as Memories, travel writings, diaries, autobiographies, letters, daily records, poets, Prose So we need to use the supported texts in order to enrich and prove arguments, analysing and conclusion….. I prepared supported texts into the Google drive link of the main texts, if you open file of each British Political officer, you will see two type of Texts: Main Texts and Supported texts:

 It is an example of the supported texts:

For example, Major Ely Banister Soane wrote a lot of texts on Kurds, I prepared all Main Texts of him and other British Political officers and Orientalists. Some texts are main texts for the chapter, and others are supported Texts to the main texts:

 For example, in preface of the Book” Elementry  Kurmanji Grammar ’  which is considered as supported texts,  Soane mentioned that he wrote this texts and researches for colonial purpose and for British political officers, as  Major Ely Banister Soane stated that:

“This sketch of elementary Kurmanji is intended primarily for the use of officers and others whose duties leads them to the southern districts of Kurdistan. The dialect here treated is that of Sulaimaniyah and district and is current Ivith slight variations, as far north as about latitude 36«”. 1

1 Major E. B. Soane.  Elementary Kurmanji Grammar. Printed At The Government Press. Baghdad. 1919.

Sources for chapter Three

I prepared some Google drive links which include different type of sources. They are really important in analyzing the texts in order to present our deep understanding: 

Historical Sources:  This file includes some researches, books, and thesis on British and Kurds in 1914-1958. We should use the sources to serve our reading and understanding on Texts. The historical sources and British textual representations are interrelated.  They studied and researched for the same topic, there are chapters or section of the source which are exactly related to the dissertation. We can use them in analyzing the British textual representations. You can search to  the information on authors of British Textual Representations, topics or any other issues into the sources. Please use them: The sources:

Similar Researches: This file includes two types of sources:

  • Similar Researches on Kurds Colonized: These sources are about the Kurds and orientalism. Colonialism and Kurds. They are very good sources for the chapter. Mostly, the discussed the same issues in different perspectives and phases. The sources:

  • Similar Researches on Postcolonial Studies: It contains of some researches on Postcolonial Studies, the sources:


6 steps

Very important

6 steps to write on each themes of British Colonial Discourse in this chapter

We have to read the texts one by one, then determine the Postcolonial Themes of British Colonial discourse on Kurds in Iraq within more than 10 themes, effects and implications of the discourse and its themes on Kurd’s society and identity 1914-1958. Each of the theme should be analysed under the lens of Postcolonial theory. It means that we have to make balance between this chapter and chapter one as well. We should focus on the terms, arguments, contributions of Edward Said, Homi Bhabha, and Gayatri Spivak in analysing the discourse of the Texts. We also have to read, analyse, and disrupt the discourse of British Colonialism in the textual representations through contrapuntal reading as follows:

6 Steps to conduct Postcolonial Critical Discourse Analysis on each theme and samples of The selected texts:

  • First step: In each theme, firstly, pick and define the theme of the discourse that you found in the texts. Write the theme as a heading.
  • Discuss and define the meaning and notion of each theme in Postcolonial Perspectives (Views of Edward Said, Homi Bhabha, and Gayatri Chakravorty Spivak).
  • Take some samples (6-8 different samples from different main texts) from different main texts which are related to the selected theme.
  • Analyse (contrapuntal reading) each sample in the light of Postcolonial theory Then, take similar sample from Secondary texts to support and enrich the topic.
  • Then, supporting the analysing and reading the sample by Historical Sources and supported texts.
  • Lastly, we should write our comments and understanding on the selected theme

Note, please be informed that we have to apply the points above on each theme and each sample. The process of analysing and reading the themes of Colonial Discourse in Textual representations.


You can benefit from these links to find some quotes in analyzing texts:

 Some examples:

“No matter at all, I replied; for the point is not who said the words, but whether they are true or not.”
― Plato, The Dialogues of Plato, Vol 1

“The important thing here, I believe, is that truth isn’t outside power or lacking in power: contrary to a myth whose history and functions would repay further study, truth isn’t the reward of free spirits, the child of protracted solitude, nor the privilege of those who have succeeded in liberating themselves. Truth is a thing of this world: it is produced only by virtue of multiple forms of constraint. And it induces regular effects of power. Each society has its regime of truth, its “general politics” of truth—that is, the types of discourse it accepts and makes function as true; the mechanisms and instances that enable one to distinguish true and false statements; the means by which each is sanctioned; the techniques and procedures accorded value in the acquisition of truth; the status of those who are charged with saying what counts as true.”
― Foucault, Michel. Power: Essential Works of Michel Foucault 1954-1984. Volume 3Translated by

Robert Hurley and Others.  The New Press; 1 edition. 2001. P.131.

 “Every single empire in its official discourse has said that it is not like all the others, that its circumstances are special, that it has a mission to enlighten, civilize, bring order and democracy, and that it uses force only as a last resort. And, sadder still, there always is a chorus of willing intellectuals to say calming words about benign or altruistic empires, as if one shouldn’t trust the evidence of one’s eyes watching the destruction and the misery and death brought by the latest mission civilizatrice.” Source:― Edward W. Said, Orientalism. Penguin books. London. 2003. P. xvi.

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Hi, I am Alice Anderson, a full-time academic writer at ABC and an essay writing expert at My struggles as a non-native English speaking student taught me the most effective ways to deal with English essays and assignments in the most fruitful ways. Now, as a full-time academic writer, specializing in English essay writing, I help non-native students tackle their English essays like a pro. I am an active blogger who likes sharing his learning and experiences with everyone. I like to spend my free time with my furry friend "Balto". Yes, you guessed that right! I am a die-hard dog-lover!

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