Matching Items (2)
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- All Subjects: Resistance
- Creators: Scott, Kimberly
Description
Arizona has become infamous for its strong nativist and anti-immigrant climate, gaining national and international attention for legislation and policing practices that are in violation of civil and human rights. Despite the grave injustices perpetuated against migrants and communities of color, they exist in an environment of acceptance. Applying Critical Pedagogy, Critical Race Theory/ Latina(o) Critical Race Theory, and Chicana Feminist epistemologies, this study interrogates the polarized discourse that has intensified in Arizona, within the immigration movement and across its political spectrum, from 2006 to 2008. I present an auto-ethnographic account, including use of participant action research, narrative, and storytelling methods that explores ways in which resistance is manifested and the implications for creating sustainable social change. I argue that legislation, raids, and local immigration enforcement tactics reinforce the dominant group's fear of the "other," resulting in micro and macro aggressions that legitimize racial profiling and help safeguard and fortify White privilege through the fabrication of racialized identities. Simultaneously, organizing strategies and discourse of immigrant rights advocates reflect an entanglement of perceived identities and a struggle to negotiate, contest, and redefine boundaries of public space. The raids, coupled with protests and counter demonstrations, produced a public spectacle that reinforces anti-immigrant connections between race and crime. Lastly, I apply and introduce Border Crit, a new and emerging theory I propose to better address research in the borderlands.
ContributorsMaldonado, Angeles (Author) / Swadener, Elizabeth B. (Thesis advisor) / Scott, Kimberly (Committee member) / Mckinley Jones Brayboy, Bryan (Committee member) / Arizona State University (Publisher)
Created2013
Description
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