Matching Items (4)
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- All Subjects: Native American Studies
- Genre: Masters Thesis
- Creators: Romero-Little, Mary Eunice
- Member of: ASU Electronic Theses and Dissertations
Description
ABSTRACT Diné Education is equal and is as valid as this nation's mainstream education, yet it does not share the same ideas, processes or goals as its counterpart. It is more complicated because it is based on oral traditions and the philosophies of Hózhó, a construct that requires a learner to embrace one's surroundings, actions, interactions, and being. A central part of Diné education focuses on spirituality and self awareness which are intertwined with every dimension of this universe. In order to become educated in the Diné world a learner must first learn to "walk in beauty" and have a positive self image. Being Diné, this researcher sought to capture his own childhood memories, including the special teachings and teachers that have guided his learning, as a way to document the process of acquiring a Diné education. The methods of inquiry for this research included self-reflection documented in a journal and an extensive literature review. The literature review was guided by three research questions: 1. What is Diné Education? 2. How important is it to today's Diné people? 3. What are the future prospects for the existence of Diné education?
ContributorsNeezzhoni, Dmitriy Zoxjkie (Author) / Romero-Little, Mary Eunice (Thesis advisor) / Brayboy, Bryan (Committee member) / Mccarty, Teresa (Committee member) / Arizona State University (Publisher)
Created2010
Description
This thesis examines literacy development among the Algonquian-speaking Indian peoples of New England from approximately the years 1600-1775. Indians had forms of literacy prior to the coming of European settlers, who introduced them to English literacy for the purpose of proselytization. I describe the process of English-language literacy taking hold during colonization and argue that Indians in the colonial period subverted the colonizing intent of English-language literacy to preserve their mother tongues, their claims to land and affirm their nationhood as a people.
ContributorsLangenfeld, Mark (Author) / Riding In, James (Thesis advisor) / Romero-Little, Mary Eunice (Committee member) / Marley, Tennille (Committee member) / Arizona State University (Publisher)
Created2016
Description
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.
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
Description
The Ak-Chin Indian Community is a small community in southern Arizona comprised of roughly one thousand O’odham. The indigenous language of Ak-Chin is the ’O’odham ñeo’okĭ, O’odham language, however in recent decades the number of speakers of this language have begun to sharply decline. Due to a variety of sociological factors in interacting with the dominant colonial society, the people of Ak-Chin have begun a shift toward the predominant use of English in daily affairs. The goal of this thesis is to investigate the societal factors that have led to the decline of the O’odham language in Ak-Chin and to examine language policy and planning principles and practices which may serve as examples for the Ak-Chin community to re-establish a strong connection to their heritage language.
ContributorsJohns, Jeremy (Author) / Romero-Little, Mary Eunice (Thesis advisor) / Martinez, David (Thesis advisor) / Riding In, James (Committee member) / Arizona State University (Publisher)
Created2017