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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
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The legacy of colonialism has left a lasting cultural and linguistic impact on much of the world. In the case of Francophone Africa, and Morocco and Senegal in particular, language occupies a unique social space as usages of indigenous languages persists, but European languages like French and English hold major

The legacy of colonialism has left a lasting cultural and linguistic impact on much of the world. In the case of Francophone Africa, and Morocco and Senegal in particular, language occupies a unique social space as usages of indigenous languages persists, but European languages like French and English hold major social importance both nationally and internationally. This thesis will focus specifically on the usage of language in the Moroccan context by the Union Socialiste des Forces Populaires, a popular left-leaning party, and examine how the usage and discussion of language on the Union Socialiste des Forces Populaires website reflects the way in which language is used both as a political symbol to appeal to local communities and is pragmatically used to appeal to international audiences. This concept will be explored through a theory section discussing influential works on the subject of post-colonial and political language usage and furthered through a case study of two articles from the USFP website that discuss the inclusion of the Amazigh and Spanish languages and a shadow study of Senegalese government websites.
ContributorsChutkan, Aryanna N (Author) / Koker, Neveser (Thesis director) / Joslin, Isaac (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05