Matching Items (4)
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- All Subjects: South Asian studies
- Creators: Hurlbut, Ben
- Creators: Behl, Natasha
- Status: Published
Description
This thesis reviews options available to women in rural India and whether these opportunities grant them freedom. Initially, I distinguish the term freedom from autonomy, recognizing the flaws in the theory of autonomy. I identify freedom as a human's ability to make choices without external coercion. This differs from the concept of autonomy because autonomy does not recognize culture as a form of coercion; autonomy also neglects to consider the possibility of a person making a decision that affects his or her life negatively. These concepts tie into battered women in rural India because of the pressure they receive from cultural forces to make decisions reflecting practiced gender norms. Through case study research, I found that battered women in India lack access to freedom, being unable to access their freedom because of the constant threat of violence and/or ostracism. I drew this conclusion after reviewing opportunities of financial freedom through micro-credit loans, land-owning, and women’s employment. I reflect on freedom of mobility, and examine women’s threat of violence in both the public and private sectors. Lastly, I reviewed women’s political freedom in rural India, reviewing laws that were passed to ensure women’s equality. Women in India are already in a vulnerable position because of existing gender norms that require women to perform tasks for the benefit of the men in her life. A woman under the threat of domestic violence is twice as vulnerable because of her positionality as a woman in her culture, as well as a wife in her marriage. She is bound by gender norms in society, as well as her expected marital duties as a wife. Being unable to escape the threat of violence in both her private and public spheres, a woman experiencing domestic violence has virtually no access to freedom. I suggest that state and community-level empowerment is necessary before individual-level empowerment is effective and culturally accepted.
ContributorsJoyave, Anna (Author) / Behl, Natasha (Thesis advisor) / Forrest, Michael D. (Committee member) / Anokye, Akua D (Committee member) / Arizona State University (Publisher)
Created2016
Description
According to my 2016 survey of ASU undergraduate students, 33% have used stimulant medications (e.g. Adderall or Ritalin) without a prescription to study. I view this practice as a step towards cognitive enhancement, which is the deliberate application of biotechnology to radically alter the human condition. From a foresight perspective, the ability to actively improve human beings, to take our evolutionary destiny into our own hands, may be a turning point on par with agriculture or the use of fossil fuels. The existential risks, however, may be greater than the benefits—and many of the most radical technologies have made little documented progress.
I turn to an actual example where people are trying to make themselves marginally better at academic tasks, as a guide to how future transformative development in human enhancement may be incorporated into everyday practice. This project examines the history and context that led to the widespread use of stimulant medication on college campuses. I describe how Attention Deficit Hyperactivity Disorder (ADHD), for which stimulant medication is prescribed and diverted, governs students, negotiates relationships between parents and school authorities, and manages anxieties resulting from a competitive neoliberal educational system. I extend this archeology of ADHD through the actions and ethical beliefs of college students, and the bioethical arguments for and against human enhancement. Through this work, I open a new space for an expanded role for universities as institutions capable of creating experimental communities supporting ethical cognitive enhancement.
I turn to an actual example where people are trying to make themselves marginally better at academic tasks, as a guide to how future transformative development in human enhancement may be incorporated into everyday practice. This project examines the history and context that led to the widespread use of stimulant medication on college campuses. I describe how Attention Deficit Hyperactivity Disorder (ADHD), for which stimulant medication is prescribed and diverted, governs students, negotiates relationships between parents and school authorities, and manages anxieties resulting from a competitive neoliberal educational system. I extend this archeology of ADHD through the actions and ethical beliefs of college students, and the bioethical arguments for and against human enhancement. Through this work, I open a new space for an expanded role for universities as institutions capable of creating experimental communities supporting ethical cognitive enhancement.
ContributorsBurnam-Fink, Michael (Author) / Miller, Clark (Thesis advisor) / Hurlbut, Ben (Thesis advisor) / Wetmore, Jameson (Committee member) / Arizona State University (Publisher)
Created2016
Description
This dissertation examines how Indian polities have resisted and accommodated nuclear energy into their existing culture, politics and environment from the 1960s to the present. I document sites of friction between the nuclear establishment, urban activists, and local communities to trace how their engagements changed because of key ruptures in Indian nuclear history, namely Chernobyl, the US-India nuclear deal, and the Fukushima nuclear disaster. I interrogate the concept of ‘civic epistemologies,’ which was developed by comparative regulatory policy analysts in STS to explain how different national regulatory systems follow distinct cultural modes of evaluating the objectivity and credibility of policy-relevant scientific knowledge, evidence and expertise to arrive at different conclusions about similar technologies. By following how various actors are mobilizing cultures and institutions of knowledge production and deliberation to further political goals around nuclear power in India, as well as how these goals shape knowledge practices, I demonstrate that citizens’ desire to ‘scientize’ politics by creating a political culture of scientific debate around nuclear matters—thereby creating the forms of public reason as seen in Western nuclear debates—requires politicizing science to render it a publicly accessible rationality. As such, I argue that the creation of science- based, policy-relevant knowledge and politics should be seen as part and parcel of a particular variant of liberal democratic nation-building—albeit one that is inherently exclusionary, coercive and politically fraught. Using a mixed-methods approach of multi-sited ethnographies of five villages opposing nuclear energy, interviews with a wide range of actors, event ethnographies, oral histories and document collection and analysis, I discovered that urban and rural activists, politicians and regulatory officials articulate and enact different imaginaries of nuclear energy and democratic politics and participate in competing processes of knowledge-making and political formation. Democratic maneuvering and full access to the privileges of civil society are allowed actors who share the state's imaginary of nuclear power's role in achieving sovereignty and self-reliance, while others are not granted such affordances. Moreover, the state reproduces colonial sociopolitical categories in how it deals with the differential knowledge politics espoused by its rural, agrarian constituents and its urban elite citizens.
ContributorsBhadra, Monamie (Author) / Miller, Clark A. (Thesis advisor) / Hackett, Ed (Committee member) / Hurlbut, Ben (Committee member) / Arizona State University (Publisher)
Created2016
Description
In 1996, President Clinton ordered the formation of the Advisory Committee on Human Radiation Experiments (ACHRE), which undertook to evaluate the morality of a myriad of secret and publicized radiation experiments ranging from 1944 to 1974. The goal of this thesis is to analyze the ways in which that committee formed moral evaluations and the extent to which its strategies related to a broader historical and philosophical discourse. Here I attempt to describe two specific techniques of simplification the committee deploys in order to make a retrospective moral analysis possible. Although the techniques comprise specific problems, frameworks, subjective perspectives, and conceptual links, their unifying principle is the field of choices the techniques produce. In the first technique I outline, I argue that by focusing on the problem of historical relativism, the committee gains a platform through which it would be granted flexibility in making a distinction between moral wrongdoing and blameworthiness. In the second technique of simplification I outline, I argue that the committee's incorporation of a principle to reduce uncertainty as an ethical aim allow it to establish new ways to reconcile scientific aims with moral responsibility. In addition to describing the structure of these techniques, I also demonstrate how they relate to the specific experiments the analysts aim to evaluate, using both the ACHRE experiments as well as the Nuremberg Trial experiments as my examples. My hope is not to show why a given committee made a particular moral evaluation, or to say whether a decision was right or wrong, but rather to illustrate how certain techniques open up a field of choices that allow moral analysts to form retrospective moral judgments.
ContributorsCirjan, Cristian (Author) / Hurlbut, Ben (Thesis director) / Humphrey, Ted (Committee member) / Zachary, Gregg (Committee member) / Barrett, The Honors College (Contributor)
Created2015-05