Matching Items (5)
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- All Subjects: Lost Boys
- All Subjects: oral history
- All Subjects: Armenian education
- Creators: MacNeill, Harper
- Creators: Brown, Keith
Description
ASU student Bandok Lul (Nuer) rehearses a pitch for Refugee Coding Academy. “Lost Boys Found” is an ongoing, interdisciplinary project that is collecting, recording and archiving the oral histories of the Lost Boys/Girls of Sudan. The collection is a work-in-progress, seeking to record the oral history of as many Lost Boys/Girls as are willing, and will be used in a future book.
ContributorsLul, Bandok (Actor) / Amparano, Julie (Director) / MacNeill, Harper (Cinematographer)
Created2017-03-29
Description
Kueth Yul (Nuer) was born in the spring when the nation was in peace talks that very soon collapsed into violence.
“Lost Boys Found” is an ongoing, interdisciplinary project that is collecting, recording and archiving the oral histories of the Lost Boys/Girls of Sudan. The collection is a work-in-progress, seeking to record the oral history of as many Lost Boys/Girls as are willing, and will be used in a future book
ContributorsKueth, Yul (Interviewee) / Amparano, Julie (Interviewer) / Soto, Phil (Cinematographer) / MacNeill, Harper (Editor)
Created2017-10-14
Description
Deng Barak (Dinka) was 4 years old in a cattle camp when the war broke out.
“Lost Boys Found” is an ongoing, interdisciplinary project that is collecting, recording and archiving the oral histories of the Lost Boys/Girls of Sudan. The collection is a work-in-progress, seeking to record the oral history of as many Lost Boys/Girls as are willing, and will be used in a future book
ContributorsDeng, Barak (Interviewee) / Amparano, Julie (Interviewer) / MacNeill, Harper (Cinematographer)
Created2017-10-14
Description
The purpose of the study was to learn more about the Albanian-American community in Arizona and questioned Albanian-American participants on the reasons for migrating to Arizona, their feelings towards their identity, how they remain connected with their heritage, and how/if they are ensuring that future generations of Albanian-Americans will maintain their culture. The study carried out a qualitative ethnography. I interviewed 15 Albanian-American participants living in Arizona. The term “Albanian-American” was defined as someone who identifies ethnically as an Albanian but lives in the United States. Participants in this study who identified as ethnically Albanian were either born and raised in or have parents who were born and raised in Albania or Kosovo, meaning they were either first-generation Americans or second-generation Americans. The written work is an oral history of these 15 participant’s personal experiences and stories, which also includes photographs to provide imagery to each participant’s account. The study found that the Albanian-American participants came to the United States for either economic, social, or political reasons. It also noted similar patterns and themes that have been separated into chapters on the Albanian value of hard work, the Albanian value of altruism, and the Albanian-American dual identity. The Conclusion summarizes the various ways in which the Albanian-American community in Arizona is ensuring the preservation of the heritage among younger generations who are becoming more Americanized. I conclude with two main ways that the Albanian-American community in Arizona are preserving their heritage: through Albanian language education initiatives, and cultural preservation initiatives and events hosted by the Albanian-American organizations of Arizona.
ContributorsJames, Tatum Lenore (Author) / Brown, Keith (Thesis director) / Sivak, Henry (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Borders have deep symbolic, cultural, historical, and religious meanings, and can therefore become mobilized for various political endeavors. Using a critical educational ethnographic approach, my dissertation examines educators’ memories of bordering practices and experiences to rethink national borders and identities in Armenian education. I argue that teachers have the potential to act as key change agents in transforming the Armenia-Azerbaijan and Armenia-Turkey conflicts of the Caucasus region through their distinctive influence both on curriculum and pedagogy, and by creating supportive learning environments in classrooms. This dissertation suggests that borders are central to the defining of identity – as studied among Armenians – and that border thinking has the potential to expand pedagogical practices to not only inform/(re)define identity, but also to sustain peace and make room for an alternative way of being that refutes the dichotomies of colonialism and imperialism, and other prevalent isms. Specifically, my research focuses on the ways in which the idea and reality of “the border” – as well as teachers’ memories of the “border” – shape classroom practices, textbook content, and pedagogical theory in post-conflict Armenia. This research analyzes the capacity and potential of educators to contribute to more peaceful relationships and makes clear the constraints of schools in fulfilling this role. My dissertation contributes to the current scholarship of border studies, post-Soviet transformations, and education in conflict territories by expanding the scope of pedagogical practices necessary for peaceful coexistence. Fieldwork for this study was conducted in Armenia between June 2019 and March 2020 with a one-month site visit in Turkey. This study includes textbook analyses, interviews with teachers, fieldwork observations, as well as document and visual analyses.
ContributorsPalandjian, Garine (Author) / Silova, Iveta (Thesis advisor) / Brown, Keith (Committee member) / Carlson, David L (Committee member) / O'Connor, Brendan (Committee member) / Arizona State University (Publisher)
Created2022