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- Genre: Masters Thesis
A bilingual, bicultural interpreter and researcher navigates blurry boundaries and intersectionality
Description
A researcher reflects using a close reading of interview transcripts and description to share what happened while participating in multiple roles in a larger ethnographic study of the acculturation process of deaf students in kindergarten classrooms in three countries. The course of this paper will focus on three instances that took place in Japan and America. The analysis of these examples will bring to light the concept of taking on multiple roles, including graduate research assistant, interpreter, cultural mediator, and sociolinguistic consultant within a research project serving to uncover challenging personal and professional dilemmas and crossing boundaries; the dual roles, interpreter and researcher being the primary focus. This analysis results in a brief look at a thought provoking, yet evolving task of the researcher/interpreter. Maintaining multiple roles in the study the researcher is able to potentially identify and contribute "hidden" knowledge that may have been overlooked by other members of the research team. Balancing these different roles become key implications when interpreting practice, ethical boundaries, and participant research at times the lines of separation are blurred.
ContributorsHensley, Jennifer Scarboro (Author) / Tobin, Joseph (Thesis advisor) / Artiles, Alfredo (Committee member) / Horejes, Thomas (Committee member) / Arizona State University (Publisher)
Created2011
Description
Oral Tradition is a concept that is often discussed in American Indian Studies (AIS). However, much of the writing and scholarship in AIS is constructed using a Western academic framework. With this in mind, I embarked on an approximate nine hundred mile loop that circled much of the ancestral lands of the Northern Paiute and Western Shoshone of Nevada. I passed through sixteen towns, stopping at ten reservations (Walker River Paiute Tribe, Yerington Paiute Tribe, Stuart Indian School, Pyramid Lake Paiute Tribe, Lovelock Paiute Tribe, Fort McDermitt Paiute-Shoshone, Duck Valley, Yomba Shoshone, Fallon Paiute-Shoshone) and two colleges (University of Nevada, Reno and Great Basin College). At each location I engaged with community members, discussed prevalent themes in American Indian Studies, and in riding my bicycle, I was able to reconnect with the land. To guide my bicycle journey, I used a theoretical framework consisting of four components: history, story, Red Power, and the physical body. Using these concepts, the intent was to re-center the narrative of my experience around the Paiute-Shoshone community of Nevada as opposed to me as an individual actor. Ultimately, this thesis embodies theoretical scholarship in a pragmatic manner in an effort to provide an example of contemporary Indigenous Oral Tradition.
ContributorsDyer-Redner, Kenneth Mike (Author) / Ortiz, Simon (Thesis advisor) / Tohe, Laura (Committee member) / Blasingame, James (Committee member) / Arizona State University (Publisher)
Created2017
Description
Roald Dahl's books for children have often been characterized as deviating from "normal" plots in books for children because they feature elements and themes (e.g., violence, crude/rude behavior and humor, inversions of authority) that make representatives of the dominant culture (parents, school officials, teachers, librarians, etcetera) uncomfortable. Rather than view the stories holistically, challengers are quick to latch on to the specific incidents within these texts that cause discomfort, and use the particular as grounds to object to the whole. A deeper, and more critical, look reveals that instead of straying from established elements and themes in children's stories, Dahl's works have much in common with fairy tales--narratives that have endured in multiple iterations and over millennia. As with fairy tales, Dahl's stories for children offer readers ways to interpret--to make sense of and derive meaning from--their lives, while reflecting and reinforcing the ideological structures (family, appropriate behavior, capitalism) within which we find ourselves.
ContributorsRoy, Sohinee (Author) / Blasingame, James (Thesis advisor) / Goggin, Maureen Daly (Committee member) / Moulton, Ian F. (Committee member) / Arizona State University (Publisher)
Created2013
Description
In the years since 2020, both the use of the social media platform TikTok, and according to Scholastic, book sales have increased exponentially. The two work in tandem to create a sub-category within TikTok, affectionately named “BookTok” for its reader recommendation, the creative space for live fanfiction, or simply discussions of theme. Users of BookTok are often found to return to the “pinnacles” of Young Adult Literature, frequently through Suzanne Collins’ famed Hunger Games trilogy. Through the resurgence of The Hunger Games, society has seen the overturning of Roe v. Wade, the explosion of the Black Lives Matter Movement, and the rise and fall of a global pandemic. The narrative surrounding the trilogy has thus been amplified, serving as a reminder/guidebook for readers to follow in the face of a revolution that seems inevitable. And while this may have always been the case, its social media popularity has made a great contribution to that.
ContributorsKenoun, Sabrina (Author) / Blasingame, James (Thesis advisor) / Free, Melissa (Committee member) / Acevedo, Gabriel (Committee member) / Arizona State University (Publisher)
Created2023