Matching Items (6)
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- All Subjects: Indigenous
- Creators: Brayboy, Bryan
- Creators: Anderson, Lisa M.
- Creators: Barth, Jonathan
Description
Tewa Women United (TWU) is a Native women-founded, centered and run organization located in northern New Mexico, in the original boundaries of the Tewa homelands. TWU is the only independent Native women’s non-profit organization providing direct services, advocacy and prevention services in the Pojoaque-Española Valley area within Northern Santa Fe and Rio Arriba Counties. TWU believes in building beloved families and communities to end all forms of violence against women, girls and Mother Earth and have been working for the past 25 years toward fulfillment of this vision. This dissertation, including a journal article, book chapter, and policy red paper, looks at what happens when Pueblo/ Tewa women become active agents in resistance to the Colonial-White Supremacist Capitalist Scientist Patriarchy. In these distinct dissertation pieces, I examine how TWU has developed a theory of Opide (pronounced Oh-Peh-dee) and Research Methodology to design and implement culturally responsive programs and projects which support ending violence against Pueblo/ Tewa women, girls and Mother Earth. In this instance looking at a campaign and project that Tewa Women United has developed: The Protect Those Most Vulnerable Campaign under the Environmental Justice and Health Program and A’gin Healthy Sexuality and Body Sovereignty project under the Women’s Leadership and Economic Freedom Program. Opide means braiding and weaving together, it is a theory of practice to action.
ContributorsSanchez, Corrine Monica (Author) / Brayboy, Bryan (Thesis advisor) / Sumida-Huaman, Elizabeth (Thesis advisor) / Swadener, Elizabeth (Committee member) / Trujillo, Patricia (Committee member) / Arizona State University (Publisher)
Created2015
Description
Conservation is a complicated entity consisting of a multitude of professional fields including social issues, cultural issues, and physical science. This thesis evaluates the positive and negative aspects of two broad types of conservation: top down fortress conservation and bottom up community-based conservation. Fortress conservation has many negative aspects, such as displacing human communities and preventing utilization of resources. However, it also has positive aspects, such as preventing the destruction of delicate ecosystems and slowing down extinctions. Community-based conservation is more inclusive and focuses on including the indigenous populations located within the proposed conservation site in the decision-making process. Its negatives include having an anthropocentric goal instead of valuing nature's intrinsic values. Understanding the differences inherent in these two methods is necessary in order to implement a conservation network with the highest chance for success.
ContributorsFink, Laurel Berylline (Author) / Smith, Andrew (Thesis director) / Collins, James (Committee member) / Minteer, Ben (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
In order to examine the concept of Pueblo Indian epistemology and its relevance to western science, one must first come to some understanding about Pueblo Indian worldviews and related philosophies. This requires an analysis of the fundamental principles, perspectives, and practices that frame Pueblo values. Describing a Pueblo Indian worldview and compartmentalizing its philosophies according to western definitions of axiology, ontology, epistemology, and pedagogy is problematic because Pueblo ideas and values are very fluid and in dynamic relationship with one another. This dissertation will frame a Pueblo Indian epistemology by providing examples of how it is used to guide knowledge production and understandings. Using the Community-Based Education program (CBE), at the Santa Fe Indian School in Santa Fe, New Mexico, I will demonstrate how this unique epistemology guides the CBE philosophy by creating meaningful hands-on learning opportunities for students. What sets this program apart from typical formal schooling classes in schools in the United States is that the local Pueblo communities define the curriculum for students. Their participation in curriculum design in the CBE process enables students to participate in seeking solutions to critical issues that threaten their Pueblos in the areas of environment and agriculture. This program also supports the larger agenda of promoting educational sovereignty at the Santa Fe Indian School by giving the Pueblo tribes more control over what and how their students learn about issues within their communities. Through the community-based agriculture and environmental science programs, students study current issues and trends within local Pueblo Indian communities. In two linked classes: Agriscience and Native American Agricultural Issues, students work with community farms and individual farmers to provide viable services such as soil testing, seed germination tests, and gathering research for upcoming agriculture projects. The policies of the governing body of Santa Fe Indian School mandate the use of CBE methods throughout all core classes. There are steps that need to be taken to ensure that the CBE model is applied and supported throughout the school.
ContributorsDorame, Anthony, 1944- (Author) / Sumida-Huaman, Elizabeth (Committee member) / Brayboy, Bryan (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015
Description
WHO estimates that 830 women die every day due to maternal health complications. The disparities in maternal health are unevenly distributed between wealthy and poor nations. Ethiopia has one of the highest mortality rates in the world. Existing high maternal mortality rates worldwide and in Ethiopia indicate the shortcomings of maternal health interventions currently underway. Understanding the socio-cultural, economic and political factors that influence maternal health outcomes locally while simultaneously examining how global reproductive and development programs and policies shape and influence the reproductive needs and knowledge of women is important. Employing feminist and African indigenous methodologies, in this research I explore maternal health issues in Ethiopia in two of the largest regions of the nation, namely Oromia and Amhara, more specifically in Seden Sodo and Mecha districts. Using qualitative interviews and focus group discussions, I examined the various socio-cultural, political and economic factors that influence maternal health outcomes, assessing how gender, class, education, marriage and other social factors shape women's health outcomes of pregnancy and childbirth. I also explored how global and local development and reproductive health policies impact women's maternal health needs and how these needs are addressed in current implementation strategies of the Ethiopian health system. Recognizing women's social and collective existence in indigenous African communities and the new reproductive health paradigm post-ICPD, I addressed the role of men in maternal health experience. I argue that global and local development and reproductive policies and their implementation are complex. While comprehensive descriptions of national and maternal health policies on paper and gender-sensitive implementation strategies point toward the beginning of a favorable future in maternal health service provision, the global economic policies, population control ideas, modernization/development narratives that the nation employs that focus on biomedical solutions without due emphasis to socio-cultural aspects have a detrimental effect on maternal health services provision. I advocate for the need to understand and include social determinants in policies and implementation in addition to legal enforcement and biomedical solutions. I also argue for alternative perspectives on masculinities and the role of men in maternal health to improve maternal health service provision.
ContributorsTeshome, Yamrot Girma (Author) / Koblitz, Ann Hibner (Thesis advisor) / Leong, Karen J (Committee member) / Anderson, Lisa M. (Committee member) / Arizona State University (Publisher)
Created2017
Description
When you see someone who looks like you or sounds like you in a major magazine, film, or book, how does it really make you feel? Do you feel liberated? Do you feel seen and validated? Or perhaps you read a negative article or comment about your people that are solely based on stereotypes, would you feel ashamed or saddened by your thought processes following the comments made about you, from individuals who don’t even know you? Does this affect the way you look at yourself or present yourself to the world as a result? And if so, how? This creative project is a self-journey of analyzing the various ways my self-esteem has fluctuated in response to different types of representations or topics related to Indigenous peoples over the course of ten weeks. It consists of multiple vulnerable reflection essays and curation of 85+ Tik Tok videos in an attempt to answer why representation matters, how it matters, and what is our personal role in it from an Indigenous perspective.
ContributorsMoore, Chael (Author) / Brayboy, Bryan (Thesis director) / Diaz, Natalie (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2022-05
Description
The Enlightenment era in the West is traditionally referred to as the “Age of Reason” and the cradle of liberalism, which has been perhaps the dominant political ideology in the West since the eighteenth century. Philosophers such as John Locke and John Stuart Mill are credited with developing liberalism and their theories continue to be studied in terms of liberty, the social contract theory, and empiricism. While liberalism is heralded as a societal advancement in the field of philosophy, some thinkers’ actions were not consistent with their written principles. This essay investigates how John Locke was involved in the creation and perpetuation of slavery in North America, but later crafted and endorsed more liberal ideologies in his writings. This dual nature of Locke has a prominent place in academia and scholarly research. Many try to address the contradictory nature of Locke by looking to the location he had in mind when crafting his philosophies, specifically those concerning the state of nature, slavery, property rights, and empiricism. While some concepts, like slavery, seem to find him contemplating only English citizens, Locke’s reference to Indigenous Americans in his philosophical works supports the argument that the philosopher’s ideology was not necessarily written exclusively for English application. By analyzing Locke’s philosophy and his economic involvement in the Carolina colony through a postcolonial theoretical framework, this essay aims to understand the Eurocentrism of Locke and how his philosophy was applied differently across borders. Using postcolonial theory, this thesis concludes Locke was a colonialist and Western author who portrayed non-European cultures, practices, and experiences for European consumption and application.
ContributorsCundiff, Caroline Rose (Author) / O'Donnell, Catherine (Thesis advisor) / Wright, Johnson (Committee member) / Barth, Jonathan (Committee member) / Arizona State University (Publisher)
Created2021