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This paper focuses on feudalist structure and values within this system in George R. R. Martin's fantasy novel series A Song of Ice and Fire and Shakespeare's play King Richard the Third. The paper is structured into three arguments that focus on different characters from each work. The first argument

This paper focuses on feudalist structure and values within this system in George R. R. Martin's fantasy novel series A Song of Ice and Fire and Shakespeare's play King Richard the Third. The paper is structured into three arguments that focus on different characters from each work. The first argument is focused on Tyrion Lannister and Richard III's deformity, and how they violate feudalist values. This argument ultimately comes to the discussion of whether or not these characters are monstrous and by what values. The second argument is focused on Daenerys Targaryen and Margaret, discussing why both authors give these women a supernatural power. The authors give women these powers because they believe that women should have power. Martin argues that women need to remake the structure, while Shakespeare believes women can change their place in the structure through collective action. The last argument focuses on Petyr Baelish and Richard III, and how they both represent a chaos attacking feudalism. Petyr is a chaos that comes outside the system, exploiting the values of the system, while Richard is a chaos within the system because he violates feudal values, while trying to hold positions where he needs to embody feudalist value. The authors come to different conclusions of what is trying to take down feudalist structure and how this could be fixed. Martin finds feudalism cannot be fixed and that other systems are not much better because they still create violence. Shakespeare comes to the conclusion that feudalism cannot be fixed because people continue to violate its values, so a new system must be put in place.
ContributorsPittaro, James Vincent (Author) / Mann, Annika (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
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Theories of resistance have been investigated by various researchers as an explanation for student empowerment, achievement, and activism. Similar research on youth empowerment has been conducted with Critical Race Theory and the development of culturally relevant curriculums in classrooms. Culturally relevant pedagogy has been studied by many due to its

Theories of resistance have been investigated by various researchers as an explanation for student empowerment, achievement, and activism. Similar research on youth empowerment has been conducted with Critical Race Theory and the development of culturally relevant curriculums in classrooms. Culturally relevant pedagogy has been studied by many due to its ability to foster student empowerment and transform students into agents of social change within their communities, allowing them to pursue opportunities they hadn't considered otherwise. However, there is not much research that studies how culturally relevant pedagogy and culturally relevant school programs foster student activism. This study focuses on assessing how the culturally relevant curriculum fosters student activism within the Mexican American Studies program in Tucson, Arizona. Following the changes made after HB2281, which temporarily banned the program. It was reinstated and renamed Ethnic Studies following the court ruling, Arce v Douglas. Using theories of resistance and activism, data gathered from the Ethnic Studies course through student surveys and interviews was analyzed, in addition to a brief content analysis of the course reading lists. Though focusing on community engagement, political/social justice awareness, and concepts of identity, interview and survey data demonstrated significant levels of student resistance. Further research will confirm if this program fosters student activism.
ContributorsRodriguez, Felina Milagros (Author) / Woodall, Gina (Thesis director) / Scott, Kimberly (Committee member) / Department of Information Systems (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description

Activist burnout theory has produced minimal but meaningful literature and research that explores the dynamics of burnout culture, movement in-fighting, marginalized identities, and dimensions of burnout symptoms. Black feminist visionaries and writers such as Audre Lorde and bell hooks have developed theories of love, self-care and community as central to

Activist burnout theory has produced minimal but meaningful literature and research that explores the dynamics of burnout culture, movement in-fighting, marginalized identities, and dimensions of burnout symptoms. Black feminist visionaries and writers such as Audre Lorde and bell hooks have developed theories of love, self-care and community as central to resistance that have informed my research approach. Thus, my study aims to investigate activist burnout from a perspective that marries popular activist burnout theory with these frameworks of self-care and community. I conducted a survey of Arizona State University student organizers and activists (N=34) to address the following research questions: What are the causes and symptoms of burnout for Arizona State University activists and organizers? How have self-care and community played a role in their work and countered burnout? Can working conceptions of self-care and community serve as resistance in ways that feel meaningful to activists? The survey was broken into three dimensions: “Demographics and Experience,” “Burnout,” and “Self-Care and Community.” The results reinforced prior findings on established toxic cultures and burnout symptoms but introduced complications to working theories, such as the connections between cycles of burnout and the cyclical nature of electoral politics along with the roles of chronic and mental illness. Respondents largely demonstrated conceptions of self-care and community as resistance but also demonstrated personal and professional barriers to putting these conceptions into practice.

ContributorsKittridge, Rebecca (Author) / Lee, Charles (Thesis director) / Boyles, David (Committee member) / Krysik, Judy (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor) / School of Social Transformation (Contributor)
Created2023-05
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Through the lens of a Jewish family in the early 20th century, histories of resilience, rescue, and resistance are shown. The Loewys were a Jewish family who migrated from Poland to Germany then France and ending up in the United States following World War II. In their travels they experienced

Through the lens of a Jewish family in the early 20th century, histories of resilience, rescue, and resistance are shown. The Loewys were a Jewish family who migrated from Poland to Germany then France and ending up in the United States following World War II. In their travels they experienced many of which other Jewish experiences were, while also differentiating from the overall story. The family also experienced life as refugees and interns during the Holocaust. Arrested in Vichy following the Armistice between Germany and France, the Loewys were later granted their freedom which they used to help free others from the camp. One of the few stories of Jews rescuing Jews, the family began its life as resistors to the Vichy and German occupation. Participating in both passive and active resistance from 1940-1944, they witnessed the highs and lows of this new life. The end of the war saw the family make it to the United States beginning their next chapter as survivors of the Holocaust and the war. With the use of primary source material provided by the Loewys, along with scholarly work about the different periods, the story of the Loewys is one of resilience in the face of mounting adversity, rescuing of internes from camps, and resistance against an occupational force that furthers the research of the Jewish experience in the early 20th century.
ContributorsVance, Marc (Author) / Benkert, Volker (Thesis advisor) / Cichopek-Garaja, Anna (Committee member) / LePore, Paul (Committee member) / Arizona State University (Publisher)
Created2020
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Throughout every liberation movement in America’s history, poetry has been an undeniably powerful act of resistance. Even today, protest poetry is instrumental to countless resistance movements because it captures attention, evokes emotion, and demands social progress. My project is divided into two parts. The first part is made up of

Throughout every liberation movement in America’s history, poetry has been an undeniably powerful act of resistance. Even today, protest poetry is instrumental to countless resistance movements because it captures attention, evokes emotion, and demands social progress. My project is divided into two parts. The first part is made up of five journals. These journals are informal written responses that conversate with different texts and analyze specific images within specific passages. My exploration of protest poetry focuses on five prominent poets of the last century: Langston Hughes, Maya Angelou, Gloria Anzaldúa, Camille T. Dungy, and Claudia Rankine. The second part of this project is my contribution to protest poetry. For my collection, I crafted ten poems in which I resist a range of issues that have to do with class, gender, and ethnicity. My protest poetry is also an examination of what it means to be human, particularly in modern day America.

ContributorsGomez, Nikole (Author) / Kirsch, Sharon (Thesis director) / Amparano Garcia, Julie (Committee member) / School of Humanities, Arts, and Cultural Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05