Matching Items (7)
Filtering by
- Member of: Theses and Dissertations
Description
La frontera entre México y Estados Unidos es un territorio que se ha conceptualizado y construido por el centralismo mexicano y por el discurso chicano dominante: el de Borderlands. Estos dos focos equidistantes establecen sus perspectivas a partir del contacto que la región fronteriza tiene con los Estados Unidos en términos de intercambios económicos y culturales. La tradición de definir la zona fronteriza se inicia a partir de 1848 con el Tratado de Guadalupe Hidalgo. Más tarde, dicha región estaría en indiferencia por su distancia geográfica con el centro mexicano, excepto durante la Revolución mexicana. Sin embargo, la región fronteriza empieza a recibir gran atención hacia finales del Siglo XX, cuando nuevas formas de intercambio económico entre México y Estados Unidos se empiezan a desarrollar. La frontera, entonces experimenta un crecimiento económico que se refleja, a su vez, en el resurgimiento y crecimiento de la cultura fronteriza. El antropólogo cultural, Nestor García Canclini intentó definir la cultura fronteriza al analizar el uso del idioma inglés en Tijuana. En sus estudios, tanto Tijuana: la casa de toda la gente (1989) como Culturas híbridas: Cómo entrar y salir de la modernidad (1992), García Canclini sostiene que la frontera es un espacio de hibridación cultural. Por otro lado, las teorías dominantes dentro del campo chicano definen la frontera en términos metafísicos. Para Gloria Anzaldúa, el espacio fronterizo es el Borderlands: un área geográfica en donde los paradigmas de la psicología del individuo están en constante conflicto. Considerando estos antecedentes como punto de partida, esta investigación se enfoca en el estudio de la cultura fronteriza como múltiples universos de signos que entran en contacto unos con otros. Tal como lo establece Iury Lotman en su estudio teórico La semiosfera (1996), una semiosfera es un espacio delimitado por una frontera que, a su vez, tiene la función de traducir información de otras semiosferas. De manera que dicho concepto se muestra adecuado para analizar El gran preténder (1992) de Luis Humberto Crosthwaite y Berlín 77 (y otros relatos) (2003) de Carlos Adolfo Gutiérrez Vidal. En última instancia, al establecer los espacios fronterizos como universos culturales (semiosferas) se devela el nivel de contacto entre éstas, especialmente entre las semiosferas mexicana/americana y la fronteriza.
ContributorsEncinas, Diana (Author) / Volek, Emil (Committee member) / Hernández-G., Manuel De Jesús (Committee member) / Acereda, Alberto (Committee member) / Arizona State University (Publisher)
Created2011
DescriptionThis collection of original short fiction follows the lives of three men, Jess, Charlie, and Anthony, who are linked together by the space of the Arizona Borderlands. Through the three stories, the themes of longing and powerlessness are explored within the context of the unforgiving structure of the Arizona landscape.
ContributorsGuy, Hannah Elise (Author) / McNally, T. M. (Thesis director) / Ball, Sally (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of English (Contributor)
Created2014-05
Description
This comprehensive literature review synthesized 18 studies, from 15 search engines about the conceptualization of inclusive education within Arizona's borderlands from the viewpoints of educators, researchers, policy makers and family members. Although there is research that states along international borders are complex and diverse educational spaces, the information found regarding special education along the U.S-Mexico border mostly centers on the issue of over-representation of Mexican-American, Yaqui and Navajo students. There is validity and need to present these specific issues and groups of individuals, however there is little empirical data that involves the attitudes, perspectives and experiences of other stakeholders, such as parents, educators, and administrators who participate in special education processes, in a way that reflects education in borderlands as an asset-based setting and that engages in dialogue about across all of the disabilities categories protected under IDEA and 504 plans. Key Words: special education, parents, teachers, literature review, borderlands
ContributorsSiulok, Carolina Maria (Author) / Boveda, Mildred (Thesis director) / Morris, Katherine (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The purpose of this study is to document and analyze three women's English language learning journeys after moving from various parts of Mexico to Phoenix, Arizona. The study explores the effects of English as a Second Language (ESL) education on the social and cultural development of Mexican women students at Friendly House, whose mission is to "Empower Arizona communities through education and human services". The literature review section explores such topics as the complications and history of Mexican immigration to Phoenix and of state-funded ESL education in Phoenix. The consequent research study will entail a pair of interviews with the three beginner ESL students about their lives in Mexico compared to their lives in Phoenix, with a specific focus on aspects of their language acquisition and cultural adjustment to life in Arizona. Photos of and by the consultants add to their stories and lead to a discussion about the implications of their experiences for ESL teachers. By documenting the consultants' experiences, this study finds many gaps in ESL education in Phoenix. Suggestions about how ESL programs and teaching methods can be modified to fit student's needs form the basis for the conclusions.
ContributorsDriscoll, Ashley Marisa (Author) / Horan, Elizabeth (Thesis director) / O'Connor, Brendan (Committee member) / Department of English (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This dissertation examines the transformation of China's Yunnan borderlands with mainland Southeast Asia and South Asia, especially during the late 19th and the 20th century, in terms of political, social, economic and cultural changes. It moves beyond the traditional paradigm that stresses the diversity and difference of mainland Southeast Asian polities, and instead, emphasizes the similarities they shared in long-term interactions based on common religions, economic patterns, wars, intra-regional migration, and trade before the area was divided into sub-regions influenced by traditional and new imperial powers. This unique perspective provides a new approach to understanding the deep-rooted social and economic dilemmas and inequities caused by the competition of big powers in the region. Based on a careful examination of China's model, this dissertation calls the scholars' attention to how the indigenous societies evolved in response to different alternatives for modernization provided or enforced by colonial and regional powers.
This dissertation addresses a phenomenon that occurred in China's nation building process in which a complicated local history of Yunnan that had a rich historical legacy of contributions from both Chinese migrants and indigenous ethnic minorities was replaced with one that focused only the ethnic minorities in the region, as well as their participation in a reconstructed national history. This simplified and ethicized history supports a multi-ethnic Chinese national identity that avoids the historical, political, social and cultural context of the independence of the indigenous societies, and instead, stresses their submission to Chinese authority and the unification of China.
This study also emphasizes the process through which the boundaries between China and other countries in the region are shifting to focus on issues of homeland security and geopolitical interest. Also frequent economic and cultural exchanges from all sides have diluted the previous ideological confrontations in the current era of China-centric globalization.
This dissertation addresses a phenomenon that occurred in China's nation building process in which a complicated local history of Yunnan that had a rich historical legacy of contributions from both Chinese migrants and indigenous ethnic minorities was replaced with one that focused only the ethnic minorities in the region, as well as their participation in a reconstructed national history. This simplified and ethicized history supports a multi-ethnic Chinese national identity that avoids the historical, political, social and cultural context of the independence of the indigenous societies, and instead, stresses their submission to Chinese authority and the unification of China.
This study also emphasizes the process through which the boundaries between China and other countries in the region are shifting to focus on issues of homeland security and geopolitical interest. Also frequent economic and cultural exchanges from all sides have diluted the previous ideological confrontations in the current era of China-centric globalization.
ContributorsDuan, Zhidan (Author) / Stephen, MacKinnon (Thesis advisor) / Rush, James (Committee member) / Tillman, Hoyt (Committee member) / Arizona State University (Publisher)
Created2015
Description
This dissertation examines pro-immigrants' rights activism and advocacy among middle-class White women in and around Phoenix, Arizona, in order to analyze these activists' understandings and enactments of their racialized and gendered citizenship. This project contributes a wealth of qualitative data regarding the operation of race, gender, class, (dis)ability, sexuality, and community in the daily lives and activism of White women pro-immigrants' rights advocates, collected largely through formal and informal interviewing in conjunction with in-depth participant observation. Using a feminist, intersectional analytical lens, and drawing upon critical race studies, Whiteness studies, and citizenship theory, this dissertation ultimately finds that White women face thornily difficult ethical questions about how to wield the rights entailed in their citizenship and their White privilege on behalf of marginalized Latinx non-citizens. This project ultimately argues that the material realities and racial consequences of being a White woman participating in (im)migrants’ rights work in the borderlands means living with the contradiction that one’s specific and intersectionally mediated status as a White woman citizen contributes to and further reifies the gendered system of White supremacy that functions to the direct detriment of the (im)migrants one seeks to assist, while simultaneously endowing one with the advantages and privileges of Whiteness, which together furnish the social capital necessary to challenge that same system of their behalf. The dissertation contends that White women committed to pro-(im)migrants’ rights advocacy and antiracism writ large must reckon with the source of their gendered and racialized citizenship and interrogate to what complicated and unforeseen ends they wield the Master’s tools against the Master’s house. In doing so, the project makes the case that White women's lives, as well as their experiences of citizenship and activism, are inherently and fundamentally intersectional and should be analyzed as such by scholars in Women's and Gender Studies.
ContributorsVandermeade, Samantha Leigh (Author) / Fonow, Mary Margaret (Thesis advisor) / Switzer, Heather (Committee member) / Lee, Charles T (Committee member) / Arizona State University (Publisher)
Created2020
Description
Borders have deep symbolic, cultural, historical, and religious meanings, and can therefore become mobilized for various political endeavors. Using a critical educational ethnographic approach, my dissertation examines educators’ memories of bordering practices and experiences to rethink national borders and identities in Armenian education. I argue that teachers have the potential to act as key change agents in transforming the Armenia-Azerbaijan and Armenia-Turkey conflicts of the Caucasus region through their distinctive influence both on curriculum and pedagogy, and by creating supportive learning environments in classrooms. This dissertation suggests that borders are central to the defining of identity – as studied among Armenians – and that border thinking has the potential to expand pedagogical practices to not only inform/(re)define identity, but also to sustain peace and make room for an alternative way of being that refutes the dichotomies of colonialism and imperialism, and other prevalent isms. Specifically, my research focuses on the ways in which the idea and reality of “the border” – as well as teachers’ memories of the “border” – shape classroom practices, textbook content, and pedagogical theory in post-conflict Armenia. This research analyzes the capacity and potential of educators to contribute to more peaceful relationships and makes clear the constraints of schools in fulfilling this role. My dissertation contributes to the current scholarship of border studies, post-Soviet transformations, and education in conflict territories by expanding the scope of pedagogical practices necessary for peaceful coexistence. Fieldwork for this study was conducted in Armenia between June 2019 and March 2020 with a one-month site visit in Turkey. This study includes textbook analyses, interviews with teachers, fieldwork observations, as well as document and visual analyses.
ContributorsPalandjian, Garine (Author) / Silova, Iveta (Thesis advisor) / Brown, Keith (Committee member) / Carlson, David L (Committee member) / O'Connor, Brendan (Committee member) / Arizona State University (Publisher)
Created2022