Barrett

Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.

Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.

Displaying 1 - 2 of 2
Filtering by

Clear all filters

137027-Thumbnail Image.png

Mapping the newly menstruating body: Qualitative analysis of teachers' experiences with menstruation education and ""hygiene"" curriculum in elementary schools

Description
Menstruation curricula in elementary schools presents an opportunity to better examine the early teachings about menstruation, as this is often the first time that young people learn about gender difference within school sanctioned curricula. A closer examination of this pedagogical moment from the perspective of educators helps us to understand…

Menstruation curricula in elementary schools presents an opportunity to better examine the early teachings about menstruation, as this is often the first time that young people learn about gender difference within school sanctioned curricula. A closer examination of this pedagogical moment from the perspective of educators helps us to understand the dissemination of the shame narrative present in menstrual socialization. Six teachers were interviewed about their experiences with administering the menstrual health curriculum in elementary schools across a large southwest metropolitan area. A discourse analysis of these interviews was completed in order to find themes of language used surrounding menstrual health curriculum. Themes of shame, legislative restrictions on sex education curriculum and personal narratives surrounding menstruation are discussed in addition to the current neo-liberal structure of public health curriculum. Future research into alternative modes of education on menstruation is proposed.
ContributorsGonzalez, Jaqueline Jean (Author) / Fahs, Breanne (Thesis director) / Grzanka, Patrick (Committee member) / Barrett, The Honors College (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2014-05
137832-Thumbnail Image.png

Why I Tell Jokes: Examining Abjection and the Performative Potential of Stand-up Comedy

Description
Stand-up comedy, as a performance art, has a dearth of serious academic literature and exposition. In this paper, I set out to analyze comedy at the edge, what I refer to as abject comedy. I draw on the major performers in this vein of performance to analyze the effects of…

Stand-up comedy, as a performance art, has a dearth of serious academic literature and exposition. In this paper, I set out to analyze comedy at the edge, what I refer to as abject comedy. I draw on the major performers in this vein of performance to analyze the effects of their material. Also, I use my more than three years experience in the stand-up world to take a sincere look at the power and effectiveness of this brand of comedy. The abject comedian addresses the personally political narrative of self-discovery, social inequality, and performative boundaries to absolve herself of the existing circumstances she perceives as deplorable and unfounded. I show that abject stand-up exhibits realistic performative change in not only the audience and performer, but in society as a whole. Lastly, I seek out my own motivations for performing stand-up comedy and address my personal relationship with humor and audience interaction, finding that I aim to discover truth, establish uncertainty, and test the limits of social boundaries. At the very least, I aim to make the audience question, to make them think. I do not expect my material to always have my personal intended affect on the audience, but making an affect, sparking a question, challenging the individual's accepted conceptual boundaries, these are my reasons for approaching the stage. Baring my self through a microphone on a well lit stage in a dark room for a group of strangers whose acceptance or denial elevates or remands my spirit; this is my pursuit. This is why I tell jokes
ContributorsRollingher, Daniel (Author) / Fahs, Breanne (Thesis director) / Botham, Thad (Committee member) / Vicich, Tony (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor)
Created2012-12