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This is an analysis of broad racial discourse through a critical race theory: Responsibility Avoidance Discourse (RAD). RAD is coded English that communicates meaning through connotation, avoidance, and implication as a means of securing its main purposes: enforcing white supremacy, obscuring inequality, and hindering significant racial progress. RAD is

This is an analysis of broad racial discourse through a critical race theory: Responsibility Avoidance Discourse (RAD). RAD is coded English that communicates meaning through connotation, avoidance, and implication as a means of securing its main purposes: enforcing white supremacy, obscuring inequality, and hindering significant racial progress. RAD is extremely effective at directing discussion away from arguments that might induce self-reflexivity or question white privilege. It focuses on discrediting others as a means of legitimizing whiteness. I analyze examples of it from a variety of sources—from political discourse to media coverage and social media trends—to demonstrate its manifestations throughout society.
ContributorsClarke, Ty Larson (Author) / Bebout, Lee (Thesis director) / Spanierman, Lisa (Committee member) / School of Social Transformation (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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This project explores the function of art pedagogy as a tool for social justice, especially for youth. As a student pursuing the study of both education and social justice, the experience I've had in my life with art is hugely connected with these themes. In this exploratory project, I examined

This project explores the function of art pedagogy as a tool for social justice, especially for youth. As a student pursuing the study of both education and social justice, the experience I've had in my life with art is hugely connected with these themes. In this exploratory project, I examined different creative youth development programs through the perspectives of art educators, exploring how, pedagogically, they contribute to the formation of social justice in the communities and students they serve through the teaching and creation of art. I began with the research question, how do different creative youth development contribute to social justice in the communities and students they serve using art as a pedagogical approach? My goal in asking this question was to develop a picture of the art pedagogies employed in these programs, and their relation to the broader topic of social justice. Then, after reviewing the literature related to this topic, which is outlined in the next section, I identified three components of social justice related to art education: self expression, cultural identity exploration, and critical engagement. All of these concepts emerged time and time again when reviewing literature about art education and youth, and also art and social justice. Focusing on these concepts, I explored the question of how these components of social justice are explored in particular creative youth development programs. My goal in asking these questions is to develop a picture of the art pedagogies employed in these programs, and their relation to the broader topic of social justice. In order to ask these questions, it was important I access the art educators behind art programs whose impact is connected to art and social justice. Through their perspectives, I was able to gain incite about the design, implementation, and outcomes of art pedagogy. I found that these programs, in employing art pedagogies, were powerful tools in helping youth connect to themselves and their communities, aiding in the production of social justice.
ContributorsFarrier, Merry Elise (Author) / Swadener, Elizabeth (Thesis director) / Gonzales, Vanna (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
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Description
Sense of Community is related to numerous positive outcomes for university students. The purpose of this study was to explore sense of community amongst low income students who received a last dollar scholarship. This study also sought to understand how students define community and how they interact with communities from

Sense of Community is related to numerous positive outcomes for university students. The purpose of this study was to explore sense of community amongst low income students who received a last dollar scholarship. This study also sought to understand how students define community and how they interact with communities from their past (before university), present (since they started college), and how they envision their future community involvement after graduation. Through purposive sampling, six low income Arizona State University students were selected based on similar characteristics. The scholarship that they belong to selects them based on financial need, integrity, and prolonged commitment to community service. Using a qualitative narrative inquiry, I interviewed participants about their understanding and experiences with communities. Interviews were audio recorded and transcribed verbatim for analysis. Based on the analysis, I identified three major themes: community as construction, community as nonlinear, and community as intersectional. Drawing from participants' definitions and experiences of community, I argue that community is a construction. In other words, individuals create their own constructions of community, and their actions vary based on that construction. Participants also experience their communities intersectionally, that is individual's experience their communities as coexisting and through multiple community perspectives, rather than as a single stand-alone entity. Finally, community does not exist as part of a linear time paradigm. Instead community is experienced in terms of relevance to the individual in creating meaning from that community. In addition to the above themes, I also examined participant perspectives of ASU as a community. Based on this research, I recommend that a platform be provided for students to engage in a dialogue about their understanding of community and interactions with communities. Moreover, I suggest researchers utilize intersectionality, constructionism, and non-linear time to frame future research on sense of community. This research is significant because it helps us understand student engagement, and offers a framework through which universities can provide students an opportunity to better understand their own sense of community.
ContributorsWhite, Misha Alexsandra (Author) / Foroughi-Mobarakeh, Behrang (Thesis director) / Legg, Walter Eric (Committee member) / School of Community Resources and Development (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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Description
The project follows a recent issue between the U.S. and Mexico concerning the shared use of the transborder Santa Cruz River. The situation remains unresolved and the long-term sustainability of the river is unknown. The study is based on an analysis of scholarly research and interviews pulling from three fields:

The project follows a recent issue between the U.S. and Mexico concerning the shared use of the transborder Santa Cruz River. The situation remains unresolved and the long-term sustainability of the river is unknown. The study is based on an analysis of scholarly research and interviews pulling from three fields: Law, social science, and the environment. The project explores potential solutions from multiple levels of governance, and contextualizes the issue in terms of the people affected on both sides of the border.
ContributorsSimons, Amelie Christine (Author) / Haglund, LaDawn (Thesis director) / Lara-Valencia, Francisco (Committee member) / Sass, Sherry (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor)
Created2013-05
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Description

Change within the cannabis industry could lead to drastic improvements in social justice. Ever since marijuana was first regulated in the United States in the early 1900s, it has been used as the justification for the excessive incarceration and disenfranchisement of targeted groups, specifically, Black and Latino populations. Now, the

Change within the cannabis industry could lead to drastic improvements in social justice. Ever since marijuana was first regulated in the United States in the early 1900s, it has been used as the justification for the excessive incarceration and disenfranchisement of targeted groups, specifically, Black and Latino populations. Now, the growing popularity of marijuana, from both the recreational and entrepreneurial perspective, has led to the legalization of recreational cannabis in 15 states. <br/>Although this enterprise is highly profitable and alluring for consumers and business owners, the problem of underrepresentation of minority owned businesses within the industry still remains. This underrepresentation symbolizes the unjust ability for this enterprise to capitalize on those victimized by past drug regulations and on a larger scale, how it perpetuates institutionalized racism. The criminalization of marijuana not only allows for certain groups to remain successful in this booming billion-dollar operation, but also ensures that others remain unseen and left behind. <br/>This thesis aims to show the ways in which the legal cannabis industry can expand and encourage minority-owned businesses to venture into the sector. In this paper, I will attempt to outline the history of cannabis regulation and anti-drug campaigns, and illustrate the lack of diversity within the cannabis industry. I will also touch upon the remedies and reparations for racial inequality and how public policy can address entrepreneur’s demands in future policy considerations and industry practices.

ContributorsEnriquez, Nicole (Author) / Rigoni, Adam (Thesis director) / Markos, Michael (Committee member) / Dean, W.P. Carey School of Business (Contributor, Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
My thesis is an autoethnography considering the ways to be a respectful and effective ally and advocate for racial justice issues as a White person. I have written my paper as a love letter to my Indigenous sister, synthesizing the lessons I learned throughout my justice studies courses and applying

My thesis is an autoethnography considering the ways to be a respectful and effective ally and advocate for racial justice issues as a White person. I have written my paper as a love letter to my Indigenous sister, synthesizing the lessons I learned throughout my justice studies courses and applying them to the very personal experience of my relationship with my sister.
ContributorsMetzler, Audrey (Author) / Gomez, Alan (Thesis director) / Hecht, Justine (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Department of Psychology (Contributor)
Created2022-05
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Description

My thesis is an autoethnography considering the ways to be a respectful and effective ally and advocate for racial justice issues as a White person. I have written my paper as a love letter to my Indigenous sister, synthesizing the lessons I learned throughout my justice studies courses and applying

My thesis is an autoethnography considering the ways to be a respectful and effective ally and advocate for racial justice issues as a White person. I have written my paper as a love letter to my Indigenous sister, synthesizing the lessons I learned throughout my justice studies courses and applying them to the very personal experience of my relationship with my sister.

ContributorsMetzler, Audrey (Author) / Gomez, Alan (Thesis director) / Hecht, Justine (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor)
Created2022-05
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Description

My thesis is an autoethnography considering the ways to be a respectful and effective ally and advocate for racial justice issues as a White person. I have written my paper as a love letter to my Indigenous sister, synthesizing the lessons I learned throughout my justice studies courses and applying

My thesis is an autoethnography considering the ways to be a respectful and effective ally and advocate for racial justice issues as a White person. I have written my paper as a love letter to my Indigenous sister, synthesizing the lessons I learned throughout my justice studies courses and applying them to the very personal experience of my relationship with my sister.

ContributorsMetzler, Audrey (Author) / Gomez, Alan (Thesis director) / Hecht, Justine (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor)
Created2022-05