Matching Items (5)
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- All Subjects: Decolonization
- All Subjects: Language Revitalization
- Creators: Martinez, David
- Creators: American Indian Studies Program
- Member of: Theses and Dissertations
Description
The Ak-Chin Indian Community is a small community in southern Arizona comprised of roughly one thousand O’odham. The indigenous language of Ak-Chin is the ’O’odham ñeo’okĭ, O’odham language, however in recent decades the number of speakers of this language have begun to sharply decline. Due to a variety of sociological factors in interacting with the dominant colonial society, the people of Ak-Chin have begun a shift toward the predominant use of English in daily affairs. The goal of this thesis is to investigate the societal factors that have led to the decline of the O’odham language in Ak-Chin and to examine language policy and planning principles and practices which may serve as examples for the Ak-Chin community to re-establish a strong connection to their heritage language.
ContributorsJohns, Jeremy (Author) / Romero-Little, Mary Eunice (Thesis advisor) / Martinez, David (Thesis advisor) / Riding In, James (Committee member) / Arizona State University (Publisher)
Created2017
Description
Abstract
Everyday living, as an Indigenous person, is an act of resistance. On December 21, 2012, there was a national day of action that included rallies and demonstrations happening all over the world to stand in solidarity with First Nations Indigenous peoples in Canada under the banner Idle No More (INM). The pressure of the movement all came to an end after the cooptation from a few First Nation leadership on January 11, 2013. Despite the failures, the INM movement brought hope, the urgency to act, and ideas of the decolonization and resurgence process. This movement was educational in focus and with that, there is the need to explore essential roles to advance Indigenous resistance to ensure Indigenous liberation. Here I explore the role of the intellectual, and in particular three scholars who provide next level warriorship. Their contributions redirected the conceptualization of decolonization to a process of resurgence. In this manner, authentic Indigenous nationhood is possible.
Everyday living, as an Indigenous person, is an act of resistance. On December 21, 2012, there was a national day of action that included rallies and demonstrations happening all over the world to stand in solidarity with First Nations Indigenous peoples in Canada under the banner Idle No More (INM). The pressure of the movement all came to an end after the cooptation from a few First Nation leadership on January 11, 2013. Despite the failures, the INM movement brought hope, the urgency to act, and ideas of the decolonization and resurgence process. This movement was educational in focus and with that, there is the need to explore essential roles to advance Indigenous resistance to ensure Indigenous liberation. Here I explore the role of the intellectual, and in particular three scholars who provide next level warriorship. Their contributions redirected the conceptualization of decolonization to a process of resurgence. In this manner, authentic Indigenous nationhood is possible.
ContributorsMedina, Laura (Author) / Martinez, David (Thesis advisor) / VIcenti- Carpio, Myla (Committee member) / Riding In, James (Committee member) / Arizona State University (Publisher)
Created2018
Description
Throughout the course of the Honors Thesis/Creative Project, the intent was to gain knowledge regarding national, state and community initiatives regarding Indigenous Language Revitalization and Maintenance (ILRA). For over a year, I had the opportunity to visit a total of five indigenous communities, including Pine Ridge, SD, Gila River Indian Community, AZ, White Mountain Apache, AZ, Cochiti Pueblo, NM and Santo Domingo Pueblo, NM. The goal was to learn about the status of their language, current ILRA initiatives as well as challenges and successes that face American Indian nations. During each visit, key elements to successful language revitalization initiatives were identified that could benefit those continuing their effort to reverse language loss as well as those looking to enter in the field of language revitalization.
ContributorsHutchinson, Jenna Michelle (Author) / Romero-Little, Mary Eunice (Thesis director) / Begay, Jolyana (Committee member) / Sims, Christine P. (Committee member) / Barrett, The Honors College (Contributor) / American Indian Studies Program (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-12
Description
By looking at the history and the current state of educational affairs in Indian Country there is an identifiable need to encourage Indigenous students to succeed. Theories involving decolonization, sovereignty rights, and the Indigenous pedagogy are essential to properly empower Indigenous youth. Research involved analyzing four previously implemented programs in Indigenous communities around the world which focused on education, culture, and decolonization. Data was collected through interviews and surveys from undergraduate and graduate students attending Arizona State University. From the information gathered a program is suggested which focuses on teaching Indigenous youth research methods and implementing a program within their community. The suggested program derives ideas from the aforementioned analyzed programs and cultural values in the Diné community.
ContributorsManson, Merry Caroline (Author) / Vicenti Carpio, Myla (Thesis director) / Bortner, Peg (Committee member) / Barrett, The Honors College (Contributor) / School of Letters and Sciences (Contributor) / American Indian Studies Program (Contributor)
Created2014-05
Description
The Walker River Paiute Tribes land is in question, despite their inherentsovereign right to protect and access to it. The argument posed in this document is that the United States (U.S.). military has two military bases that border the Walker River Paiute Tribe and illegally occupy their unceded lands, trust lands and sacred sites. Their land and sacred sites have been contaminated and destroyed by U.S. military ammunition and ordnance. The U.S. has militarized the Walker River Paiute Tribe in order to push the advancement and training of the U.S military. This thesis uses place-based learning methods to strengthen the connection that the Walker River Paiute Tribe has to the land and recognizes how colonialism, forced removal, and Indian policies have weakened the sovereignty of the Walker River Paiute Tribe. It also examines and spotlights the resistance to every intersectional attempt to destabilize and assimilate the Walker River Paiute Tribe. Case studies, law and order codes, case law and statutes are included in this thesis as foundational pieces to bringing this illegal activity before the Supreme Court. The tribe has an invested interest to these lands because they have occupied and cared for them for thousands of years. The Walker River Paiute Tribe demonstrates self-determination and the practice of sovereignty by remaining in opposition to the illegal activity that has been on- going for over 75 years. Research findings from these studies answer the following questions: How has the U.S. militarization against the Walker River Paiute Tribe affected the sovereignty of the tribe and forced lifeway disruptions? How can connections be drawn between other Indigenous sacred sites and U.S.militarization? And how global militarization can be paralleled to the militarization that has historically happened on American soil. Most importantly, this document produces a timeline of Walker River Paiute Tribe resistance to U.S. militarization since the establishment of each military base.
ContributorsMiller, Crystal (Author) / Martinez, David (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Fitzgerald, Stephanie (Committee member) / Arizona State University (Publisher)
Created2022