Matching Items (3)
Filtering by
- All Subjects: Law
Description
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
Description
Despite the changing social, legal, and political context in influencing the definition of mental disability, medical scholarship has maintained its position as the primary reference to interpret mental disability in the immigration system. This preliminary study examines the role of medical scholarship in attributing to the exclusion of undesired immigrants through its definition of mental disability. This paper focuses upon immigration cases to determine the patterns that emerge when immigration intersects with mental disability. The data consists of four immigration court cases in 1951-1985, 1986-2005, 2006-2015, which mark the shift of immigration policy in the United States of America (US). The court documents are collected from websites that provide online access to these documents. The examination of the cases focuses on three important criterions: a summary of cases, mental disability circumstances, and judges’ considerations. This paper uses the analysis of political deviance in courtroom settings to get an understanding of the shift in the definition of mental disability in the immigration court by tracing economic, political, and social environments that are intertwined and relevant in creating a ‘mental disabilitiy’ definition. This study suggests that medical scholarship has historically become powerful in shaping mental disability as a form of social control. From historical and case analysis, there have been changes in policies and processes toward immigrants appear to take place in the aftermath of major events—World War II, AIDS epidemic, 9/11 terrorist attack, and now Covid-19 pandemic. Preliminary examination of documented cases suggests future analysis could look at how these major events shape immigration processes and policies that more heavily rely on definitions of mental illness and use competency to stand trial proceedings to indefinitely detain people.
ContributorsArifianti, Estu Dyah (Author) / Lauderdale, Pat (Thesis advisor) / Lauderdale, Annamaria (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2020
Description
My Critical Yoga Studies investigation maps from the early 20th century to present day how yoga has become white through U.S. law and cultural productions, and has enhanced white privilege at the expense of Indian and people of color bodies. I position Critical Yoga Studies at the intersection of Yoga Studies, Critical Race Theory, Indigenous Studies, Mobilities Studies, and transnational American Studies. Scholars have linked uneven development and racial displacement (Soja, 1989; Harvey, 2006; Gilmore, 2007). How does racist displacement appear in historic and current contexts of development in yoga? In my dissertation, I use yoga mobilities to explain ongoing movements of Indigenous knowledge and wealth from former colonies, and contemporary “Indian” bodies, into the white, U.S. settler nation-state, economy, culture, and body. The mobilities trope provides rich conceptual ground for yoga study, because commodified yoga anchors in corporal movement, sets billions of dollars of global wealth in motion, shapes culture, and fuels complex legal and nation building maneuvers by the U.S. settler state and post-colonial India. Emerging discussions of commodified yoga typically do not consider race and colonialism. I fill these gaps with critical race and Indigenous Studies investigations of yoga mobilities in contested territories, triangulating data through three research sites: (1) U.S. Copyright law (1937-2015): I chart a 14,000% rise in U.S. yoga copyrights over a century of white hoarding through archival study in Copyright Public Records Reading Room, Library of Congress; (2) U.S. popular culture/music (1941-1967): I analyze twentieth-century popular song to illustrate how racist tropes of the Indian yogi joined yoga’s entry into U.S. popular culture, with material consequences; (3) Kerala, India, branded as India’s wellness tourism destination (2018): I engage participant-observation and interviews with workers in yoga tourism hubs to document patterns of racialized, uneven access to yoga. I find legal regimes facilitate extraction and displacement; cultural productions materially segregate and exclude; and yoga tourism is a node of racist capitalism that privileges white, settler mobility at the expense of Indian people, land, culture.
ContributorsSingh, Roopa (Author) / Lomawaima, K. Tsianina (Thesis advisor) / Aggarwal, Rimjhim (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2019