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Description
Relevant literature was analyzed alongside interview data from participants concerning issues of anti-Semitism, Israel affiliation, and Jewish identity. Qualitative coding and theme identification were used to determine possible relationships among the variables, with special attention to the role anti-Semitism plays in influencing Israel affiliation. Semi-structured interviews were conducted with 9 young American Jews (18-24) currently enrolled as undergraduate students in universities. The results revealed that continuity of the Jewish people is a core value for many American Jews. Anti-Semitism is often under reported by young American Jews, but for some anti-Israel sentiments are conflated with anti-Semitism. It was also observed that knowledge of anti-Semitism plays an integral role in shaping Jewish identity. Finally, it was found that Israel affiliation polarizes the Jewish community, often resulting in the exclusion of left-leaning Jews from the mainstream Jewish community. These results were analyzed within racial, social, and political frameworks.
ContributorsHobbs, Emma Caroline (Author) / Adelman, Madelaine (Thesis advisor) / Shabazz, Rashad (Committee member) / Cohen, Adam (Committee member) / Langille, Timothy (Committee member) / Arizona State University (Publisher)
Created2018
Description
Civic education in America should be focused on empowering future generations to take full advantage of their rights as citizens and realize their potential to incite change. Even at a young age, it is important that we educate children on what it means to be a United States citizen so that they can begin cultivating their personal political experience. As soon as the child is at the age where they can begin to understand basic political and governmental concepts, they should be encouraged to start thinking about their roles as citizens in a Democratic government. More often than not, young adults express that they wish they had been exposed to the political climate earlier on in life. When a lot of these adolescents reach voting age, they are woefully under-educated and apathetic towards their participation in the civic sphere. This activity booklet was designed to not only educate but also empower and inspire kids, and to really get them excited for their futures in the civic sphere.
ContributorsNelson, Madelyn (Author) / Lennon, Tara (Thesis director) / Black, Anna (Committee member) / College of Integrative Sciences and Arts (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
I argue that the most important value put in jeopardy by the Muslim Brotherhood's rise to power in post-Mubarak Egypt is not democracy but liberalism. Further, I find that that the lens of religion is insufficient to explain and understand the Brotherhood's illiberal tendencies. A review of the group's rhetoric, along with an examination of the literature on collectivism and individualism, reveals that the Brotherhood's collectivist worldview is at the heart of its opposition to liberalism, an inherently individualistic value. I conclude that viewing the Brotherhood as a movement motivated by a collective sense of morality would provide policymakers and academics with greater insight into the group's behavior and policy positions, facilitating deeper comprehension and greater predictability.
ContributorsColthart, David Anthony (Author) / Gallab, Abdullahi (Thesis director) / Halverson, Jeffry (Committee member) / Simhony, Avital (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor)
Created2013-05
Description
This thesis project serves as a case-study on the rural-urban divide, focusing on how young, rural Americans perceive their role in the rural-urban divide, and how their own identity, political association, and voting behavior affects their own perception of the divide and political issues at large. In order to explore these American divides, I conducted a case-study of one rural Arizonan town, speaking to participants between the ages of 18-24. Through these interviews, many themes emerged, revealing the complex nature of rurality in light of the 2016 Election. While this research case study does not intend to present a comprehensive view of all rural feelings and beliefs, it intends to explore themes present in how young rural Americans view small-town life, the rural-urban divide, how beliefs are created and supported, and their own ability to change. Though further research and discussion is needed in order to better understand how our nation became divided, these are the voices at the heart of the division. In conclusion, this case study reveals that for everything the nation assumes to be true about the rural-urban divide, there are just as many contradictions and nuances that make The United States a country much broader than just rural or urban.
ContributorsClugston, Odessa Erica (Author) / Adelman, Madelaine (Thesis director) / Weiss, Sabrina (Committee member) / School of Social Transformation (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
An exploration of Uyghur political identity in the diaspora with a focus on indigenous identity, the complexities involved in indigenous self-identification, and obstacles to research. The paper also covers how scholars might learn more about the Uyghur diaspora.
ContributorsKinney, Isabelle (Author) / Hanson, Margaret (Thesis director) / Haines, Chad (Committee member) / Schluessel, Eric (Committee member) / Barrett, The Honors College (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor)
Created2023-05
Description
This short documentary on the Equal Rights Amendment features attorney Dianne Post and State Representative Jennifer Jermaine, and it examines the fight for passage at the federal and state level. This film attempts to answer the following questions: What is the ERA? What is its history? Why do we need it? How do we get it into the Constitution of the United States of America?
The text of the Equal Rights Amendment (ERA) states that “equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” The amendment was authored by Alice Paul and was first introduced into Congress in 1923. The ERA did not make much progress until 1970, when Representative Martha Griffiths from Michigan filed a discharge petition demanding that the ERA move out of the judiciary committee to be heard by the full United States House of Representatives. The House passed it and it went on to the Senate, where it was approved and sent to the states for ratification. By 1977, 35 states had voted to ratify the ERA, but it did not reach the 38 states-threshold required for ratification before the 1982 deadline set by Congress. More recently, Nevada ratified the ERA in March 2017, and Illinois followed suit in May 2018. On January 27th, 2020, Virginia finalized its ratification, making it the 38th state to ratify the Equal Rights Amendment.
Supporters of the ERA argue that we have reached the required goal of approval by 38 states. However, opponents may have at least two legal arguments to challenge this claim by ERA advocates. First, the deadline to ratify was 1982. Second, five states have voted to rescind their ratification since their initial approval. These political and legal challenges must be addressed and resolved before the ERA can be considered part of the United States Constitution. Nevertheless, ERA advocates continue to pursue certification. There are complicated questions to untangle here, to be sure, but by listening to a variety of perspectives and critically examining the historical and legal context, it may be possible to find some answers. Indeed, Arizona, which has yet to ratify the ERA, could play a vital role in the on-going fight for the ERA.
The text of the Equal Rights Amendment (ERA) states that “equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” The amendment was authored by Alice Paul and was first introduced into Congress in 1923. The ERA did not make much progress until 1970, when Representative Martha Griffiths from Michigan filed a discharge petition demanding that the ERA move out of the judiciary committee to be heard by the full United States House of Representatives. The House passed it and it went on to the Senate, where it was approved and sent to the states for ratification. By 1977, 35 states had voted to ratify the ERA, but it did not reach the 38 states-threshold required for ratification before the 1982 deadline set by Congress. More recently, Nevada ratified the ERA in March 2017, and Illinois followed suit in May 2018. On January 27th, 2020, Virginia finalized its ratification, making it the 38th state to ratify the Equal Rights Amendment.
Supporters of the ERA argue that we have reached the required goal of approval by 38 states. However, opponents may have at least two legal arguments to challenge this claim by ERA advocates. First, the deadline to ratify was 1982. Second, five states have voted to rescind their ratification since their initial approval. These political and legal challenges must be addressed and resolved before the ERA can be considered part of the United States Constitution. Nevertheless, ERA advocates continue to pursue certification. There are complicated questions to untangle here, to be sure, but by listening to a variety of perspectives and critically examining the historical and legal context, it may be possible to find some answers. Indeed, Arizona, which has yet to ratify the ERA, could play a vital role in the on-going fight for the ERA.
ContributorsSchroder, Jude Alexander (Author) / Adelman, Madelaine (Thesis director) / Mitchell, Kathryn (Committee member) / School of Politics and Global Studies (Contributor, Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05