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This paper primarily focuses on the Hopi Tribe of northeastern Arizona and how historical events shaped the current perception and applications of educational systems on the Hopi reservation. This thesis emphasizes the importance of understanding historical contexts of a community in order to understand the current predicament and to devise

This paper primarily focuses on the Hopi Tribe of northeastern Arizona and how historical events shaped the current perception and applications of educational systems on the Hopi reservation. This thesis emphasizes the importance of understanding historical contexts of a community in order to understand the current predicament and to devise solutions to contemporary issues in which I primarily focus on education. Education is broken down in regards to the Hopi communities by history, how this history has affected those communities, ideas of sovereignty and power within education and then future probable solutions to integrating language and culture into Hopi schools.

This research is primarily literature and educational reports on the Hopi Tribe and other American Indian communities. The research was then compiled to find commonalities with other Indian communities to depict barriers to educational success as well as effects of western education such as traditional culture and language decline. Solutions and results that other Indian communities had devised were also researched to determine if they could be incorporated into the Hopi educational system and if they supported the language and culture that the Hopi people are trying to retain.
ContributorsHongeva, Justin (Author) / Killsback, Leo (Thesis advisor) / Tippeconnic, John (Committee member) / Romero-Little, Mary Eunice (Committee member) / Arizona State University (Publisher)
Created2014
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Description
Throughout the course of the Honors Thesis/Creative Project, the intent was to gain knowledge regarding national, state and community initiatives regarding Indigenous Language Revitalization and Maintenance (ILRA). For over a year, I had the opportunity to visit a total of five indigenous communities, including Pine Ridge, SD, Gila River Indian

Throughout the course of the Honors Thesis/Creative Project, the intent was to gain knowledge regarding national, state and community initiatives regarding Indigenous Language Revitalization and Maintenance (ILRA). For over a year, I had the opportunity to visit a total of five indigenous communities, including Pine Ridge, SD, Gila River Indian Community, AZ, White Mountain Apache, AZ, Cochiti Pueblo, NM and Santo Domingo Pueblo, NM. The goal was to learn about the status of their language, current ILRA initiatives as well as challenges and successes that face American Indian nations. During each visit, key elements to successful language revitalization initiatives were identified that could benefit those continuing their effort to reverse language loss as well as those looking to enter in the field of language revitalization.
ContributorsHutchinson, Jenna Michelle (Author) / Romero-Little, Mary Eunice (Thesis director) / Begay, Jolyana (Committee member) / Sims, Christine P. (Committee member) / Barrett, The Honors College (Contributor) / American Indian Studies Program (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-12
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Description
This qualitative study investigates the at-home educational efforts of six immigrant families as they prepare their children for school in the United States. The participants’ at-home educational activities were provided by the Mexican immigrant families using photographs of activities that they judged as skills which developed the child’s ability to

This qualitative study investigates the at-home educational efforts of six immigrant families as they prepare their children for school in the United States. The participants’ at-home educational activities were provided by the Mexican immigrant families using photographs of activities that they judged as skills which developed the child’s ability to engage with other children, teachers, and the curriculum on their first day at school. Photovoice methodology was used in order to provide the Mexican immigrants’ voice.

The families were recruited from a large urban city in the Southwest with a large immigrant population. They were recruited from medical centers, social support centers, churches with immigrant communities, and schools that had Mexican immigrant children in attendance. The schools and churches provided the greatest source of participants. The educational level of the parents varied from over fifteen years to three years of schooling in Mexico. The children in the study were citizens of the United States, were from two to four years of age, had not yet attended school in the U.S., but had siblings attending public schools in the United States. The families opened their life to the researcher and provided an insight through their photographs that could not have been gained if only interviews and/or questionnaires were used.

The twenty five photographs selected to identify the six educational themes that were highlighted throughout the study are demonstrative of what the families in the study were doing to prepare their children for their first day of school. Mexican immigrant parents have high expectations for their children and are willing to sacrifice for the children’s education.
ContributorsZamora, Jerome Chavez (Author) / Garcia, Eugene E. (Thesis advisor) / Arias, Beatriz (Committee member) / Romero-Little, Mary Eunice (Committee member) / Arizona State University (Publisher)
Created2015