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- Creators: School of International Letters and Cultures
- Creators: Machander, Sina
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
In this creative thesis, I traveled to India and used my month long summer vacation back home to interview people about mental health in India. I talked to a therapist and four students about depression to find out what the situation is in India, contributing factors, experiences and stigma unique to depression among students in India, what the government is doing, and possible solutions or steps that can be taken to help students struggling with mental health problems. I also went to mainstream and special schools to meet special educators who work with differently abled children, occupational therapists, parents of differently abled children, and a student with Asperger’s in Chennai, Tamil Nadu to find out about the stigma surrounding differently abled children and their education path.
My efforts have culminated in the creation of the website mentalhealthinindia.com that can be used as a resource both by people in India as well as those abroad who are curious to learn about the stigma surrounding depression and differently abled children in India.
My efforts have culminated in the creation of the website mentalhealthinindia.com that can be used as a resource both by people in India as well as those abroad who are curious to learn about the stigma surrounding depression and differently abled children in India.
ContributorsVenkatakrishnan, Ranjani (Author) / Koester, Nicole (Thesis director) / Pruitt, Rhonda (Committee member) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
In the late 2000s and 2010s, digital art and the use of the internet as a new platform for art to be displayed became increasingly common. A new art scene began developing among South Asian diasporic artists, driven primarily by adolescents and young adult women who have never attended art school. Their primary medium is digital tools, their primary display platform is the internet, and they adhere to a DIY ("do-it-yourself") ethic rather than traditional art techniques and norms. As these internet artists have forgone the traditional gallery art scene in favor of more accessible internet platforms, these artists have not received attention from the mainstream art world. However, the popularity of these internet artists is undeniable as many of them have tens of thousands and hundreds of thousands of followers on their social media accounts. This new art scene has gained notice with the advent of social media platforms such as Tumblr and Instagram and websites focused on youth culture and counterculture, such as Vice, Buzzfeed, Dazed, and independent digital zine publications. The content of the work of these artists is often political, promoting feminist ideals, challenging South Asian and European beauty standards and limiting stereotypes of South Asian women, and creating groundbreaking new representations of South Asian women. Influences from both South Asian and Western pop culture and counterculture are prominent in their as well. This thesis explores the origins of this art scene and its roots in South Asian modernism and conventional South Asian diasporic artists.
ContributorsKhan, Nevine (Author) / Bhattacharjya, Nilanjana (Thesis director) / Mack, Robert (Committee member) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This thesis explores the relationship between the ideological justification for civil disobedience in British India in the twentieth century and the contemporary responses to the nonviolent resistance. By evaluating the elements of preparation and reaction to the Champaran, Kheda, Rowlatt Hartal, Khilafat, Bardoli, Dandi, and Quit India satyagraha campaigns, an understanding of the goals and values of civil disobedience and noncooperation was established. By studying the intellectual works of Indian independence leaders, correspondence between British government officials, widely distributed newspapers (The Times of London, The Times of India, Young India, The Spectator, The Manchester Guardian, The New York Times, etc) and first hand participant accounts, I was able to see how the ideas of independence leaders translated into popular participation and policy reform. A wide range of opinions existed amongst British contemporaries ranging from the encouragement of the Indian agitators to a deep hatred of the resistance. In addition, this thesis possesses an accompanying historical comic book which chronicles one family's participation in the Dandi March of 1930. The creative project attempts to introduce audiences to a historical case study of non-violent resistance. Similar to how Mahatma Gandhi chose salt to represent the oppression of all Indians by the British, the Salt March of 1930 was selected as the topic of the comic book in order to introduce all audiences to the experiences of twentieth century satyagrahis. Mass civil disobedience continues to be used as a tool for political change around the world today. "Soul Force" studies the pioneering efforts in mass nonviolent resistance within colonial India.
ContributorsMiller, Kaycee Elaine (Author) / Thompson, Victoria (Thesis director) / Machander, Sina (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
In the sixty-seven years following the end of World War II, West Germany and Japan underwent a remarkable series of economic and social changes that irrevocably altered their respective ways of life. Formerly xenophobic, militaristic and highly socially stratified societies, both emerged from the 20th Century as liberal, prosperous and free. Both made great strides well beyond the expectations of their occupiers, and rebounded from the overwhelming destruction of their national economies within a few short decades. While these changes have yielded dramatic results, the wartime period still looms large in their respective collective memories. Therefore, an ongoing and diverse dialectical process would engage the considerable popular, official, and intellectual energy of their post-war generations. In West Germany, the term Vergangenheitsbewältigung (VGB) emerged to describe a process of coming to terms with the past, while the Japanese chose kako no kokufuku to describe their similar historical sojourns. Although intellectuals of widely varying backgrounds in both nations made great strides toward making Japanese and German citizens cognizant of the roles that their militaries played in gruesome atrocities, popular cinematic productions served to reiterate older, discredited assertions of the fundamental honor and innocence of the average soldier, thereby nurturing a historically revisionist line of reasoning that continues to compete for public attention. All forms of media would play an important role in sustaining this “apologetic narrative,” and cinema, among the most popular and visible of these mediums, was not excluded from this. Indeed, films would play a unique recurring role, like rhetorical time capsules, in offering a sanitized historical image of Japanese and German soldiers that continues to endure in modern times. Nevertheless, even as West Germany and Japan regained their sovereignty and re-examined their pasts with ever greater resolution and insight, their respective film industries continued to “reset” the clock, and accentuated the visibility and relevancy of apologetic forces still in existence within both societies. However, it is important to note that, when speaking of “Germans” and “Japanese,” that they are not meant to be thought of as being uniformly of one mind or another. Rather, the use of these words is meant as convenient shorthand to refer to the dominant forces in Japanese and German civil society at any given time over the course of their respective post- war histories. Furthermore, references to “Germany” during the Cold War period are to be understood to mean the Federal Republic of Germany, rather than their socialist counterpart, the German Democratic Republic, a nation that undertook its own coming to terms with the past in an entirely distinct fashion.
ContributorsPiscopo, Michael (Author) / Benkert, Volker (Thesis director) / Moore, Aaron (Committee member) / Machander, Sina (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
Description
Ascend is the premier non-profit professional association that enables its members, corporate partners and the community to realize the leadership potential of Pan-Asians in global corporations. Ascend at Arizona State University (ASU) was founded in March 2011 as a student affiliate of the national Ascend organization. There are four ultimate goals for this thesis: 1) to create an operations and transition guide for Ascend's future leadership; 2) to develop strategies and tactics to improve Ascend's operations; 3) to better establish and integrate Ascend within the W. P. Carey School of Business; and 4) to better understand and provide for the unique needs of international students within the W. P. Carey School of Business. An analysis of external trends at the W. P. Carey School of Business and ASU reveals that international students represent a rapidly growing demographic. Ascend, although successful during its first year of operations, must adapt in order to best provide for the unique needs of this demographic. At the same time, it must continue to service the needs of its overall target markets: 1) Asian students (both American-born and international) and 2) students seeking to work in Asia. In order to set the platform for the continued success of the organization moving forward, specific and measurable objectives, strategies, and tactics were developed. The organization's financial condition, executive board, committees, membership, student recruitment, events, support network, and mentor program were identified as the crucial elements that must be developed in order to ensure improvement in the organization moving forward. Finally, in order to ensure the continued integration of Ascend within the W. P. Carey School of Business, the business school can pursue strategies to better serve the unique needs of international students.
ContributorsAsztalos, Matthew J. (Co-author) / Chang, Haipei (Co-author) / Lam, Yu Hin "Jeffrey" (Co-author) / Ostrom, Amy (Thesis director) / Vinze, Ajay (Committee member) / Pino, Rudy (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Accountancy (Contributor)
Created2013-05