Matching Items (4)
Filtering by

Clear all filters

156568-Thumbnail Image.png
Description
Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition

Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition rate of Native students in post-secondary education, nationally, suggests that on-going colonization may be to blame. Much of the research exploring retention strategies found culturally sensitive institutions, family and peer support, supportive relationships with faculty and staff, skill development, and financial aid knowledge were consistent factors for student retention. No studies have examined the effects of cultural workshops as decolonizing practices, however. This action research examined the influence of a series of cultural workshops to address Native student and college community needs. Employing a mixed-methods design, this project framed the cultural workshops within decolonization and historical trauma. Five student participants attended five cultural workshops and completed questionnaires to offer insight into their college behaviors while journals were used to learn about their experiences within the workshops. The results of this study are consistent with the literature. There was no change in relationships as a result of the intervention, but relationships with faculty and staff that mimicked family were reported as important for student success. Participating students were at early stages in the decolonization process but were further along when they had experiences in college with American Indian Studies or faculty. Students felt that colonizing practices at the college must be challenged and Indigenous traditional practices must be integrated to create a culturally competent institution. Additional sessions are recommended to increase data collection and allow participants to develop and share their rich feedback with the college.
ContributorsScott, Mona (Mona C.) (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Harper-Marinick, Maria (Committee member) / Arizona State University (Publisher)
Created2018
136976-Thumbnail Image.png
Description
By looking at the history and the current state of educational affairs in Indian Country there is an identifiable need to encourage Indigenous students to succeed. Theories involving decolonization, sovereignty rights, and the Indigenous pedagogy are essential to properly empower Indigenous youth. Research involved analyzing four previously implemented programs in

By looking at the history and the current state of educational affairs in Indian Country there is an identifiable need to encourage Indigenous students to succeed. Theories involving decolonization, sovereignty rights, and the Indigenous pedagogy are essential to properly empower Indigenous youth. Research involved analyzing four previously implemented programs in Indigenous communities around the world which focused on education, culture, and decolonization. Data was collected through interviews and surveys from undergraduate and graduate students attending Arizona State University. From the information gathered a program is suggested which focuses on teaching Indigenous youth research methods and implementing a program within their community. The suggested program derives ideas from the aforementioned analyzed programs and cultural values in the Diné community.
ContributorsManson, Merry Caroline (Author) / Vicenti Carpio, Myla (Thesis director) / Bortner, Peg (Committee member) / Barrett, The Honors College (Contributor) / School of Letters and Sciences (Contributor) / American Indian Studies Program (Contributor)
Created2014-05
153777-Thumbnail Image.png
Description
In 2005 the Navajo Nation Tribal Council passed the Navajo Sovereignty in Education Act (NSEA). The NSEA has been herald as a decisive new direction in Diné education with implications for Diné language and cultural revitalization. However, research has assumed the NSEA will lead to decolonizing efforts such as language

In 2005 the Navajo Nation Tribal Council passed the Navajo Sovereignty in Education Act (NSEA). The NSEA has been herald as a decisive new direction in Diné education with implications for Diné language and cultural revitalization. However, research has assumed the NSEA will lead to decolonizing efforts such as language revitalization and has yet to critically analyze how the NSEA is decolonizing or maintains settler colonial educational structures. In order to critically investigate the NSEA this thesis develops a framework of educational elimination through a literature review on the history of United States settler colonial elimination of Indigeneity through schooling and a framework of decolonizing education through a review of literature on promising practices in Indigenous education and culturally responsive schooling. The NSEA is analyzed through the decolonizing education framework and educational elimination framework. I argue the NSEA provides potential leverage for both decolonizing educational practices and the continuation of educational elimination.
ContributorsPreston, Waquin (Author) / Vicenti Carpio, Myla (Thesis advisor) / Sumida Huaman, Elizabeth (Committee member) / Tippeconnic III, John (Committee member) / Arizona State University (Publisher)
Created2015
171932-Thumbnail Image.png
Description
The Walker River Paiute Tribes land is in question, despite their inherentsovereign right to protect and access to it. The argument posed in this document is that the United States (U.S.). military has two military bases that border the Walker River Paiute Tribe and illegally occupy their unceded lands, trust

The Walker River Paiute Tribes land is in question, despite their inherentsovereign right to protect and access to it. The argument posed in this document is that the United States (U.S.). military has two military bases that border the Walker River Paiute Tribe and illegally occupy their unceded lands, trust lands and sacred sites. Their land and sacred sites have been contaminated and destroyed by U.S. military ammunition and ordnance. The U.S. has militarized the Walker River Paiute Tribe in order to push the advancement and training of the U.S military. This thesis uses place-based learning methods to strengthen the connection that the Walker River Paiute Tribe has to the land and recognizes how colonialism, forced removal, and Indian policies have weakened the sovereignty of the Walker River Paiute Tribe. It also examines and spotlights the resistance to every intersectional attempt to destabilize and assimilate the Walker River Paiute Tribe. Case studies, law and order codes, case law and statutes are included in this thesis as foundational pieces to bringing this illegal activity before the Supreme Court. The tribe has an invested interest to these lands because they have occupied and cared for them for thousands of years. The Walker River Paiute Tribe demonstrates self-determination and the practice of sovereignty by remaining in opposition to the illegal activity that has been on- going for over 75 years. Research findings from these studies answer the following questions: How has the U.S. militarization against the Walker River Paiute Tribe affected the sovereignty of the tribe and forced lifeway disruptions? How can connections be drawn between other Indigenous sacred sites and U.S.militarization? And how global militarization can be paralleled to the militarization that has historically happened on American soil. Most importantly, this document produces a timeline of Walker River Paiute Tribe resistance to U.S. militarization since the establishment of each military base.
ContributorsMiller, Crystal (Author) / Martinez, David (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Fitzgerald, Stephanie (Committee member) / Arizona State University (Publisher)
Created2022