Globalization has brought a renewed interest in the discourses of the past and national/ethnic identities that has been reflected in the cultural production and the social sciences around the globe. Historical novel (and their sequel telenovelas), a literary field closely linked to historiography, reflects, and has contributed to (re)shape the discourses of the past and identity in Latin America. Since the first decades of the 19th century until nowadays, Colombian novelists have explored Colombian identity through historical novels. Their plots and characters are highly influenced by new historiographical trends. During the19th and the first half of the 20th century, Romantic and Realist novels were generally constructed over historicist assumption of the past: the belief that it is possible to acquire a completely “objective” knowledge of the past. However, some outstanding Colombian historical novels, such as La Marquesa de Yolombó (1928), challenged this notion of the past. Since the last decades of the 20th century, Colombian historical novels share an attitude toward the past that Linda Hutcheon has defined as Historiographical Metafiction. This approach to history challenges the idea of an objective total history, and emphasizes the importance of the personal experiences, the subjectivity, of their characters and of the narrative voices. Donde no te Conozcan (2007), Trí¬ptico de la Infamia (2016), and Mancha de la Tierra (2014) are three Colombian historical novels written in the 21st century that share this attitude towards history. They question the nineteenth-century interpretations of Colombian history, especially those related to the role of Jews, Moors, Indigenous, Africans, and mestizos in the colonial social dynamics, and, therefore, in Colombian culture.

The Mabinogion is a collection of ancient tales compiled by medieval Welsh authors between the twelfth and fourteenth centuries. These legends are written in Middle Welsh and are preserved in two medieval manuscripts, the Llyfr Gwyn Rhydderch (the White Book of Rhydderch) and the Llyfr Goch Hergest (the Red Book of Hergest), each appropriately named for the color of its cover. The stories contained in The Mabinogion stem from the much more ancient oral tradition of the Celtic people, who relied on their priestly caste of Druids for their cultural memory. Since the Celts essentially did not have a written language, the Druids served as healers, scholars, and most notably for the purpose of this thesis, as bards. The importance of the storyteller was immeasurably important in ancient culture, and the legends which comprise The Mabinogion have contributed markedly to the ancient folkloric themes of the Celts as well as some of the earliest mythological lore of Great Britain. This thesis seeks to explore The Mabinogion, more specifically the Four Branches of the Mabinogi, and how these legends reflect the Celtic themes of honor, magic and the supernatural, and morality as evidenced by the medieval scribe's preservation of oral tradition and lore.

The question of whether there has been an American Indian genocide has been contested, when genocide is defined according to the 1948 Convention on the Prevention and Punishment of the Crime of Genocide. Yet, I argue that both social and cultural genocide of American Indians has had volatile consequences for both Native and non-Native peoples. Because of the contested nature of this genocide, American Indian Studies scholars contend that Indigenous people's experiences often get marginalized and reconstructed, relegating stories to the category oppression, rather than proof of genocide, which has created intellectual and social absences (Vizenor 2009). Other American Indian Studies scholars argue for reform within American Indian educational settings, where Indigenous nations use their values and traditions within curricula to combat national absences. Despite excellent work on American Indian education, scholars have not addressed the central questions of how such absences affect both Native and non-Native students, why those absences exist, and why the U.S. dialogue around genocide is a rhetoric of avoidance and erasure, once any comparison begins with other genocide victims. Without adequate analysis of both American Indian genocide and absences within curricula, particularly humanities courses such as literature, where stories about American Indians can have a prominent space, we undervalue their impact on America's past and present histories, as well as current knowledges and values. Erasure of American Indian presence affects both Native and non-Native youth. Many American Indians are traumatized and believe their tribe’s stories are not worthy of inclusion. As well many non-Natives are unaware of Indigenous experiences and often left with stereotypes rather than realities.

A Haudenosaunee paradigm of Good Mind can re-situate how we think about the canon, literature, and the classroom. The Good Mind allows for a two-way path where ideas pass back and forth, respecting differences, rather than replacing those differences with one ideology. This path is meant to open minds to connections with others which are kind and loving and lead to peaceful relationships. Theorizing literary erasure and genocide of the mind through experiences from Native and non-Native students and teachers embodies the Good Mind.