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Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance

Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)

ContributorsReed, Cameron E (Author) / Richter, Jennifer (Thesis director) / Semken, Steven (Committee member) / School of Earth and Space Exploration (Contributor, Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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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

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
Migration is natural, a human right, and to some extent, it is seen, allowed, and digested but by what bodies? Whose bodies? Who is given the privilege of range of motion, and who is chained to a ground, underground, buried?
Through a questioning of migration, a mechanism of movement, and

Migration is natural, a human right, and to some extent, it is seen, allowed, and digested but by what bodies? Whose bodies? Who is given the privilege of range of motion, and who is chained to a ground, underground, buried?
Through a questioning of migration, a mechanism of movement, and its criminalization from the states through the establishment of citizenry, I aim to declare autonomy, and seek a dissection of what it means to criminalize, to establish, render a community as other.

Hasta mañana is a prayer to my parents’ bodies,
to bodies crossing the border,
to bodies displaced,
to bodies that never made it,
to bodies dug up,
buried,
Chained,
Hurting,
Aging,
to bodies I feel and see.
ContributorsFlores Bustos, Yaritza Dayana (Author) / Danielson, Marivel (Thesis director) / Aranibar - Fernandez, Carolina (Committee member) / Chung, Samuel (Committee member) / School of Transborder Studies (Contributor) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05