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- Creators: Department of Psychology
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Description
Arguing for the importance of decolonial pedagogy in human rights education, this research is located at the intersection of human rights education, pedagogy, and justice studies, and is situated in the context of a contested neoliberal university in order to learn about and understand some of the challenges in implementing pedagogical change inspired by decolonial theory. This research focuses on pedagogical approaches of human rights professors to understand how and to what extent they are aligned with and informed by, incorporate, or utilize decolonial theory. This is accomplished through a content analysis of their syllabi, including readings and pedagogical statements, and semi-structured interviews about their praxis to draw attention to the what and how of their pedagogical practices and the ways in which it aligns with a decolonial pedagogical approach. This research calls attention to the specific manner in which they include decolonial pedagogical methods in their human rights courses. The findings determined that a decolonial pedagogical approach is only just emerging, and there is a need to address the barriers that impede their further implementation. In addition, there is a need for research that will further investigate the pedagogical approaches professors are employing, particularly those in alignment with decolonial criteria; the impact of decolonial and non-decolonial approaches on students’ epistemologies, and how to overcome barriers to advance implementation of a decolonizing pedagogical approach.
ContributorsAldawood, Danielle (Author) / Gomez, Alan (Thesis advisor) / Simmons, William (Committee member) / Rothenberg, Daniel (Committee member) / Arizona State University (Publisher)
Created2018
Description
Current literature on sustainability education and its core competencies (systems thinking, normative, interpersonal, strategic, and future thinking) has yet to acknowledge the K-12 level, concentrating instead on higher-level institutions. To initiate study at the critical K-12 level, a curriculum module composed of four lessons to address the wicked sustainability problem of drought in the Sonoran Desert was developed, piloted, and evaluated. The framework of each lesson combined the core competencies and the 5Es pedagogy (engage, explore, explain, elaborate, and evaluate). Two lessons were successfully piloted in two seventh grade middle-school science classes in Phoenix, Arizona. Topics addressed were the water cycle, types of drought, water systems, and mitigation methods. Evaluation determined a high level of student engagement. Post-pilot teacher questionnaires revealed a high degree of support for inclusion of sustainability education and core competencies addressing drought in future opportunities. It is concluded that lessons in the future can adopt the core competences of sustainability with the support of educators in Arizona.
ContributorsComeaux, Victoria (Co-author) / Harding, Bridget (Co-author) / Larson, Kelli L. (Thesis director) / Frisk Redman, Erin (Committee member) / School of Sustainability (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
Since the collapse of the Medellin Cartel in Colombia in 1993, the Mexican drug cartels have been increasing in strength and international presence. Along with the organization's political and economic involvement, a deeply rooted culture has been developing. Three distinct time periods define this culture: pre-Medellin Cartel collapse (1970s-1993), post-Medellin Cartel Collapse (1993-2006) and post-President Calderon's Drug War announcement (2006-present day). More specifically, the history and fascination with the cartel is documented in songs, known as narcocorridos, which celebrate and support the drug cartels. The science of political sociology addresses the power relationship that exists between a state, its citizens, and the state's social groups. This study investigates the political sociology of each period, specifically how society viewed the cartel and their roles within the cartel. I argue that the narcocorridos accurately describe the evolution of narcoculture in Mexican society. This study consists of analyses of narcocorrido song lyrics, the political sociology of each time period, and finally, the societal perception of the drug cartel. First, I will evaluate the most popular songs' lyrics of the three defining time periods in the Mexican Drug Cartel history. Next, I will analyze the lyrics and determine whether or not they accurately reflect the political sociological features of the time period. Last, I will discuss what the societal perceptions of being associated with the cartel were during each time period. This study concludes by hypothesizing what the future of narcocorriodos will be. This prediction will demonstrate how the songs will continue to reflect the political sociology of the time period, including the societal attitudes towards the cartel.
ContributorsRichardson, Katherine Ann (Author) / Rothenberg, Daniel (Thesis director) / Canales, Carlos (Committee member) / School of Politics and Global Studies (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This paper examines the effect of a weekly student self-assessment assignment on student performance in an undergraduate math course. Self-assessment is an increasingly popular type of formative assessment with close ties to self-regulated learning theory. In this randomized controlled trial, 88 students enrolled in MAT 142 were divided into four treatment groups, receiving the self-assessment assignment for either half the semester, the full semester, or not at all. There was no main effect of the treatment on students’ course performance (F(3,80) = 0.154, p = 0.999). However, students’ level of compliance with the assignments (F(1, 63) = 6.87, p = 0.011) and class attendance (F(1, 83) = 12.34, p < 0.001) both significantly predicted exam scores, suggesting that conscientiousness predicts performance. I conducted focus groups to understand how students felt toward the self-assessments. Participants expressed distaste toward the assignments and provided suggestions for improvements. I describe these improvements, among others, in an effort to outline future directions for this research. I also describe a new model of student self-assessment based on theories of adaptive testing and self-regulated learning.
ContributorsDuque-Baird, Santiago (Author) / Zheng, Yi (Thesis director) / West, Stephen G. (Thesis director) / Slominski, Tara (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor)
Created2024-05