Matching Items (9)
Description
The purpose of this project is to investigate the political aesthetics of Delilah Montoya's photographic landscape image, Desire Lines, Baboquivari Peak, Arizona (2004), an image drawn from a larger photo-documentary project by Montoya and Orlando Lara titled, Sed: Trail of Thirst (2004). This thesis employs Jacques Rancière's concept of the aesthetic regime to identify how Desire Lines functions as a political work of art, or what Rancière would consider "aesthetic art." This thesis shows that the political qualities of Desire Lines's work contrast with the aesthetic regime of art and systems in the U.S. nation state that have attempted to erase an indigenous presence. Thomás Ybarra-Frausto's and Amalia Mesa-Bains' definitions of Rasquachismo, as well as Gloria Anzalúda's concept of Nepantla, are used to assist in identifying the specific politics of Montoya's work. The first portion of this thesis investigates the image's political aesthetic within the context of the politics of art, and the second portion addresses the image's political qualities within the framework of the politics of the everyday life. This thesis shows that Desire Lines, Baboquivari Peak, Arizona reveals a Chicana/o aesthetic that challenges the dominant paradigm of postmodernism; furthermore, viewing the content of the image through the concept of Nepantla allows for a political reading which highlights the work's capacity to challenge the Eurocentric view of land in the U.S. Southwest. Desire Lines, Baboquivari Peak, Arizona is an indigenously oriented photograph, one which blurs the lines of the politics of art and the everyday and has the power to reconfigure our understanding of the U.S borderland as an indigenous palace of perseverance exemplifying the will to overcome.
ContributorsEsquivel, Mark (Author) / Malagamba, Amelia (Thesis advisor) / Swensen, Thomas (Committee member) / Garcia, Desirée (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation is comprised three main sections including a journal article, book chapter and a policy reflection piece. My guiding research question is the following—How do Jemez Pueblo people and their descendants who migrated to California as a result of the Relocation Act of 1956 define their cultural identities?
The journal article seeks to address the question: How can we explore the experiences of Urban Native Americans from a strengths-based approach, restructuring dominant narratives, and breaking barriers between urban and reservation spaces? Additionally, the journal article will provide a literature overview on urban American Indian experiences, including the stories of three generations of my family impacted by the Relocation period, in addition to the major findings of my research study. The book chapter is informed by the following question: How might Pueblo perspectives of identity benefit from examining multiple theories of Indigeneity? I seek to explore the complexity of Indigenous identities and examine multiple theories of Indigeneity that can assist Pueblo peoples in thinking about community and membership, and in particular, with regards to those tribal peoples who have relocated away from their Pueblos. I will include salient points from my dissertation research that help us to answer this question.
The policy reflections piece conveys the urgency to address the continued use of blood quantum in our Pueblo communities as a measurement for tribal citizenship. Like many other Indigenous parents, my interest in this issue is of personal importance to me as my own child is not eligible for enrollment in any of my tribal nations; thus, I have had to consider what a post “American Indian” identity is going to look like for her. I want to urge Pueblo communities and tribal governance to begin to rethink notions of citizenry and belongingness rooted in our original instructions, what Pueblo people refer to as our core values. The three sections of this dissertation are interrelated in that they seek to grow a more inclusive Pueblo community in effort to retain our cultural practices and belief systems for generations to come.
The journal article seeks to address the question: How can we explore the experiences of Urban Native Americans from a strengths-based approach, restructuring dominant narratives, and breaking barriers between urban and reservation spaces? Additionally, the journal article will provide a literature overview on urban American Indian experiences, including the stories of three generations of my family impacted by the Relocation period, in addition to the major findings of my research study. The book chapter is informed by the following question: How might Pueblo perspectives of identity benefit from examining multiple theories of Indigeneity? I seek to explore the complexity of Indigenous identities and examine multiple theories of Indigeneity that can assist Pueblo peoples in thinking about community and membership, and in particular, with regards to those tribal peoples who have relocated away from their Pueblos. I will include salient points from my dissertation research that help us to answer this question.
The policy reflections piece conveys the urgency to address the continued use of blood quantum in our Pueblo communities as a measurement for tribal citizenship. Like many other Indigenous parents, my interest in this issue is of personal importance to me as my own child is not eligible for enrollment in any of my tribal nations; thus, I have had to consider what a post “American Indian” identity is going to look like for her. I want to urge Pueblo communities and tribal governance to begin to rethink notions of citizenry and belongingness rooted in our original instructions, what Pueblo people refer to as our core values. The three sections of this dissertation are interrelated in that they seek to grow a more inclusive Pueblo community in effort to retain our cultural practices and belief systems for generations to come.
ContributorsCastro, Christina Marie (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Swadener, Elizabeth (Committee member) / Gonzales, Angela (Committee member) / Arizona State University (Publisher)
Created2018
Description
When you see someone who looks like you or sounds like you in a major magazine, film, or book, how does it really make you feel? Do you feel liberated? Do you feel seen and validated? Or perhaps you read a negative article or comment about your people that are solely based on stereotypes, would you feel ashamed or saddened by your thought processes following the comments made about you, from individuals who don’t even know you? Does this affect the way you look at yourself or present yourself to the world as a result? And if so, how? This creative project is a self-journey of analyzing the various ways my self-esteem has fluctuated in response to different types of representations or topics related to Indigenous peoples over the course of ten weeks. It consists of multiple vulnerable reflection essays and curation of 85+ Tik Tok videos in an attempt to answer why representation matters, how it matters, and what is our personal role in it from an Indigenous perspective.
ContributorsMoore, Chael (Author) / Brayboy, Bryan (Thesis director) / Diaz, Natalie (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2022-05
Description
This dissertation investigates the convergence of the nation-state, biomedicine and (bio)capital around the construction of sickle cell disease as a subaltern disorder in the caste-based society of India. It inquires how sickle cell disease that developed evolutionarily due to environmental factors—and that is also globally racialized as a “Black disease”—has come to be associated with subaltern communities, particularly the indigenous, traditionally non-Hindu Adivasi communities of India. Such a subaltern association characterizes Adivasi biologies as inherently genetically “risky” thereby providing a biopolitical mandate to the Hindu-majoritarian Indian State to carry out biomedical interventions through promissory biocapital in the name of democratic inclusion. I center on the illness narratives of subaltern sickle cell sufferers to highlight how the caste-ization of sickle cell bodies in biomedical and policy discourses, and the attendant biocapital prospecting of subaltern biologies, are nonetheless challenged by communities through their lived experiences. Viewing this association from the Adivasi standpoint—marked by continuous dispossession and displacement—illuminates not only the biopolitical governance of subaltern reproduction by the Indian State. A primary objective of my dissertation project is also to use precarity as an epistemic site for interrogating the scopes and limits of a novel biopower formed by the nexus between the State, national biomedicine and transnational biocapital. This dissertation is therefore an attempt at unearthing the subjugated knowledges of Adivasi communities regarding alternative modes of existing in the world that continuously resist the assimilatory power of race, caste and capital. In ethnographically centering narratives of suffering among doubly (socially/economically) marginalized communities, the project illuminates the contradictions between public health measures that emphasize on sickle cell management through biomedical technologies of reproductive screening and the material conditions of sickle cell sufferers struggling to access basic medical care. This dissertation therefore juxtaposes policy interventions against community articulations of reproductive freedom that posits community health work as the fulcrum for developing reproductively just ecologies. At the same time, in utilizing multi-modal and multi-sited ethnographic methods, the project also contributes towards developing decolonial and digital ethnographic methods that are attentive to the aggravated precarity of marginalized communities in a pandemic prone world.
ContributorsDas, Sanghamitra (Author) / Smith, Lindsay A. (Thesis advisor) / Quan, H.L.T. (Committee member) / Maienschein, Jane (Committee member) / Prasad, Indulata (Committee member) / Robert, Jason (Committee member) / Arizona State University (Publisher)
Created2023
Description
This qualitative study explores the perspectives of six Indigenous learners and two instructors to analyze and reconceptualize pedagogical practices in the Spanish as a Heritage Language (SHL) classroom. Although there have been numerous proposals and perspectives that have successfully incorporated the sociopolitical realities of SHL learners, there is progress to be made to better understand the multifaceted identities of learners and instructors in the Latinx community. Thus, the perspectives of Indigenous learners and pedagogues are necessary to not only acknowledge but to meet the needs of a part of the Latinx community that is often erased by centering mestizaje. Thus, the present study utilizes Critical Latinx Indigeneities (CLI) as a framework to uncover salient themes in the individual testimonios, sharing circles, and written reflections of these eight Indigenous instructors and learners that have taken and/or taught an SHL course. The findings in this study indicated eight prominent themes: 1) dynamic identity development and identity negotiation, 2) connections between language and identity, 3) impacts of anti-Indigenous discrimination among Latinx people, 4) maneuvering language and identity in K-12 education, 5) implications of teachers’ positionalities and practices, 6) discrepancies on knowledge and holders of knowledge, 7) inclusion of indigeneity in SHL courses, and 8) tensions between taking/teaching SHL courses and being Indigenous. Additionally, pedagogical suggestions and reflections are offered alongside a discussion on the concept of allyship. By foregrounding Indigenous Latinxs, I argue that decolonial theory and praxis, based on Indigenous ways of being and knowing, can lead to crucial advancements in SHL Education. By extending the theoretical boundaries of critical pedagogies in SHL Education, we can begin to dismantle deficit- based orientations to researching and teaching SHL learners with dynamic and racially diverse identities. This study has the potential to make an invaluable contribution by disrupting ongoing settler colonial logics that persist in language education by offering pedagogical considerations from Indigenous instructors and learners that would result in an increasingly inclusive Spanish classroom in which Latinxs of varied backgrounds can thrive.
ContributorsOchoa, Valeria Alejandra (Author) / Beaudrie, Sara (Thesis advisor) / Gradoville, Michael (Committee member) / O'Connor, Brendan (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study explores positivist and Indigenous research paradigms as they relate to Indigenous language reclamation. Paradigms, as defined by Kuhn (2012) describe verifiable epistemological approaches that can be utilized in providing solutions for researchers and practitioners. Moreover, in the modern realm of academia, research paradigms are the keystones of research. Nevertheless, when a Eurocentric paradigm such as positivism is utilized in an Indigenous space, it can lead to further colonial trauma. Thus, through an analysis of the philosophical components from the two paradigms this study proposes a paradigmatic pivot in how linguistic students approach research. The purpose of recommending this pedagogical shift is to encourage the academy to normalize the use of Indigenous research paradigms which are intrinsically infused with Indigenous epistemologies and intercultural best practices. Furthermore, to exhibit the expediency and validity of Indigenous research paradigms, this study utilizes Walker’s (2001) Medicine Wheel paradigm to create a self-assessment tool which seeks to assist linguistic students in achieving a more relationally accountable sense of cultural awareness.
ContributorsDillard, S (Author) / Gelderen, Elly van (Thesis advisor) / Quintero, Henry (Committee member) / Macksoud, Ruby (Committee member) / Arizona State University (Publisher)
Created2019
Description
Peyote is a subject which renders the mechanisms, forces, and assemblages of colonialism clear. It is in the very inability of the colonial world to categorize, locate, understand and react to peyote that reveals so much about how colonialism operates. A primary goal of this project is to demonstrate that through understanding peyote, and its role in both colonial and contemporary history, one may come to better understand or recognize racial hierarchies and colonial forces which have not gone away with time. The first chapter is primarily a discussion of the Ghost Dance, I lay out some of the difficulties that indigenous appeals to religious freedom face both in terms of political power, but also conceptual, cultural, and academic thinking. In chapter two I move more specifically to the topic of peyote, tracing peyote’s history from precolonial times to the present. Chapters three and four deal with peyote as part of the borderlands and part of the War on Drugs respectively.
I argue that understanding peyote can benefit a broader decolonial project within scholarship. The richness of the intersections between peyote and myriad other subjects is vastly understudied in academia and continued decolonial scholarship on the topic could have immense potential in bringing new insights into view. I draw heavily on scholars such as Edward Said and Aimé Césaire, but I have also been strongly influenced by other scholars such as Linda Tuhiwai Smith, Frantz Fanon, and Gloria Anzaldúa. In keeping with the decolonial mission, it is important to recognize that much of what I am presenting in this work is necessarily new or radical to the indigenous communities who are close to the topics at hand. While I present my own novel insights and discoveries, I also intend for this project to be a call for greater attention and study to be brought to the subject of peyote.
ContributorsRosenberg, Harrison Charles (Author) / Bennett, Gaymon (Thesis advisor) / Berry, Evan (Committee member) / Alhassan, Shamara W (Committee member) / Swanson, Tod (Committee member) / Arizona State University (Publisher)
Created2021
Description
Women, Peace, and Security (WPS) practitioners (including policymakers, scholars, and nonprofit leaders) in the U.S. and Canada have often focused their attention on the United Nations’ WPS initiative as a strategy for responding to conflicts abroad, particularly in the Global South. As a result of these limitations, black, Latino, and Indigenous advocates and peacebuilders in the U.S. and Canada remain largely unable to take advantage of WPS frameworks and resources. The subjectivity of the term “conflict” and the range of circumstances where it is used inspire this research. The selective application of the word “conflict” is itself a challenge to security, for conflicts can only be addressed once they are acknowledged and so named. Where does WPS intersect with contemporary Indigenous advocacy? A case study of the #noDAPL movement and the ways that nonviolence and women’s leadership emerged at Standing Rock, ND in 2016 provide a partial answer. Four challenges and recommendations are offered to WPS practitioners who seek to expand the availability of WPS resources to Indigenous peoples in the U.S. and Canada. These challenges and recommendations draw upon existing National Action Plans, legal and policy documents, and data from four interviews conducted with Indigenous women advocates in the U.S. and Canada in 2019. Above all, this paper seeks to encourage WPS practitioners to move beyond “gender mainstreaming” to consider not only how policies and practices impact women and men differently, but also how they may impact Indigenous people and settlers differently.
ContributorsMarques de Mesquita, Carolina (Author) / Lomawaima, K Tsianina (Thesis director) / O'Connor, Brendan (Committee member) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This dissertation develops an Indigenous rhetorical praxis of futurity, whichserves as an anticolonial methodology to activate indigeneity as a condition of possibility within communication studies. This approach seeks to apprehend and expose the persistence of colonialism and imperialism, particularly as these structures continue to shape and impact Indigenous lands and lives. It is promiscuous in practice, building from Indigenous political and cultural domains while simultaneously traversing the networks of colonialist ideologies to rearticulate rhetorical theoretical and methodological practices that are infused in anticolonial consciousness.
To illuminate this praxis, I analyze three Indigenous speculative fiction novels authored by Indigenous people: Elatsoe by Darcie Little Badger (Lipan Apache Tribe of Texas), The Marrow Thieves by Cherie Dimaline (Georgian Bay Métis), and The Only Good Indians by Stephen Graham Jones (Blackfeet). I concentrate on two primary aspects within the novels studied, including the authors’ articulations of spatial and affective relations as they inform Indigenous futurity. My focus on spatiality interrogates how the authors redefine colonial spaces and their impacts on bodies, identities, communities, and kinship formations. The analysis of affect explores how Indigenous desires, intimacies, and sensual embodiments are employed to dismantle liberalism, democracy, and discourses of rights and recognition.
These examinations uncover the productions of indigeneity, colonialism, and sovereignty to enhance an understanding of the modes of dispossession through which subjectivities are constructed and deconstructed. Overall, this dissertation carves a space for Indigenous futures in communication studies and makes contributions to critical rhetorical studies, queer intercultural communication research, and the emerging subfield of Indigenous communication studies.
ContributorsStanley, Liahnna (Author) / LeMaster, Lore/tta (Thesis advisor) / Kim, Heewon (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Lechuga, Michael (Committee member) / Arizona State University (Publisher)
Created2023