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- Genre: Masters Thesis
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Description
In spite of numerous legal interventions and a fairly strong legal capacity compared to other neighboring countries, Zimbabwean law enforcement and judiciary have failed to overcome Intimate Partner Violence (IPV). This research examines the role of customary law in the continued prevalence of IPV among Zimbabwean women, particularly, the subtle ways in which customary law legitimates the ideals of patriarchal domination in the communal and legal handling of IPV cases. The study utilized qualitative methodology in the form of structured interviews as well as pre-interview questionnaires. Eighteen women who identified as IPV survivors or victims were recruited using snowball sampling method whereby each person interviewed was asked to suggest additional people who were either present victims or survivors of IPV. Five lawyers from Chinhoyi, ten lawyers from Harare, ten police officers from Chinhoyi and ten police officers from Harare were identified using judgement or purposive sampling where subjects are chosen due to availability. The research established that IPV is a way in which abusers exercise their assumed patriarchal rights over women. Likewise, police officers are also influenced by attitudes and mentalities acquired from customary law in the way they handle IPV cases which resultantly leads to secondary victimization of IPV victims. The research concluded that much work still needs to be done by the judiciary, law enforcement and the community to combat the prevalence of IPV in Zimbabwe.
ContributorsMarekera, Shantel (Author) / Durfee, Alesha (Thesis advisor) / Adelman, Madelaine (Committee member) / Kittilson, Miki (Committee member) / Arizona State University (Publisher)
Created2019
Description
Rates of domestic violence (DV) gun homicide in Arizona consistently exceed the national average (Everytown, 2015). For perpetrators, firearms continue to be their primary weapon of choice in DV homicides (Arizona Coalition to End Sexual and Domestic Violence, 2015). In Arizona, civil DV protection orders (POs) help reduce the growing rates of gun homicide through firearm removal provisions. Questioning how firearms shape judicial decision-making, this thesis contributes to existing literature on firearms and DV by exploring how judges come to interpret findings of credible threat and which factors are associated with judicial decisions to grant firearm removal pursuant to Ariz. Rev. Stat. § 13-3601. This thesis reveals how courts navigate competing concerns around victim safety and gun rights.
Secondary qualitative and quantitative data collected as part of Dr. Alesha Durfee’s National Institute of Justice Researcher-Practitioner Partnerships Grant “Investigating the Impacts of Institutional and Contextual Factors on Protection Order Decision-Making” (Dr. Alesha Durfee, PI; Mesa Municipal Court and National Center for State Courts, co-PIs) (2015-IJ-CX-0013) are analyzed in this thesis.
Secondary qualitative and quantitative data collected as part of Dr. Alesha Durfee’s National Institute of Justice Researcher-Practitioner Partnerships Grant “Investigating the Impacts of Institutional and Contextual Factors on Protection Order Decision-Making” (Dr. Alesha Durfee, PI; Mesa Municipal Court and National Center for State Courts, co-PIs) (2015-IJ-CX-0013) are analyzed in this thesis.
ContributorsWallin, Mikaela (Author) / Durfee, Alesha (Thesis advisor) / Kitch, Sally (Committee member) / Messing, Jill (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT
For almost a decade now, the Greek economic crisis has crippled the Greek nation and its citizenry. High unemployment rates as well as increased levels of homelessness and suicide are only some of the social repercussions of the collapse of the economic system. While we know much about the impact of this crisis on Greek citizens, the literature surrounding the crisis lacks a full range of perspectives and experiences. This project works to fill-in the gaps surrounding the Greek economic crisis and the specific experiences of undocumented, immigrant, domestic workers. Looking at the ways in which these women exist in a constant state of violence, fear, and suffering I identify normalized violence in two main arenas: state/institutional and quotidian/everyday acts. Borrowing from Cecilia Menijvar’s pillars of normalized violence (2011), this work identifies the ways in which state-sponsored bureaucratic violence leads to real suffering and fear exemplified in moments of quotidian violence. Understanding the unique experiences of these women, works to weave together a more nuanced understanding of the impacts of the Greek economic crisis. Along with these moments of violence, this ethnographic inspired project highlights modes of survival, resistance, and resilience employed by these women in response to their violent circumstances.
For almost a decade now, the Greek economic crisis has crippled the Greek nation and its citizenry. High unemployment rates as well as increased levels of homelessness and suicide are only some of the social repercussions of the collapse of the economic system. While we know much about the impact of this crisis on Greek citizens, the literature surrounding the crisis lacks a full range of perspectives and experiences. This project works to fill-in the gaps surrounding the Greek economic crisis and the specific experiences of undocumented, immigrant, domestic workers. Looking at the ways in which these women exist in a constant state of violence, fear, and suffering I identify normalized violence in two main arenas: state/institutional and quotidian/everyday acts. Borrowing from Cecilia Menijvar’s pillars of normalized violence (2011), this work identifies the ways in which state-sponsored bureaucratic violence leads to real suffering and fear exemplified in moments of quotidian violence. Understanding the unique experiences of these women, works to weave together a more nuanced understanding of the impacts of the Greek economic crisis. Along with these moments of violence, this ethnographic inspired project highlights modes of survival, resistance, and resilience employed by these women in response to their violent circumstances.
ContributorsLinos, Viviane (Author) / Durfee, Alesha (Thesis advisor) / Vega, Sujey (Committee member) / Adelman, Madelaine (Committee member) / Arizona State University (Publisher)
Created2017
Description
The Bharata-Natyam student in the United States (US) is challenged by how to effectively translate their dance into contemporary lived experiences. Research reveals that this dilemma is sometimes addressed by transplanting learnt choreographies into a new theme, sometimes adding verbal text to connect learnt choreography to contemporary issues, or sometimes simply giving up the dance form. Years of training in prevalent Bharata-Natyam education methods make students proficient in re-producing choreography but leave them without the tools to create. This is due to emphasis on guarding traditions and leaving interpretation for later stages that never arrive or get interrupted, because students leave their spaces of Indian-ness for college or a job. This work considers how Bharata-Natyam teachers in the US might support students in finding agency in their dance practice, using it to explore their lived experiences outside dance class, and engaging meaningfully with it beyond the Indian diaspora. The desire for agency is not a discarding of tradition; rather, it is a desire to dance better. This work reinforces the ancient Indian tradition of inquiry to seek knowledge by implementing the principles of Bharata-Nrityam, somatics and engaged pedagogy through the use of creative tools. This took place in three stages: (i) lessons in the Bharata-Nrityam studio, (ii) making Kriti with non-Bharata-Natyam dancers, and (iii) designing a collaborative action dance project between senior Bharata-Natyam students and community partners who are survivors of sexual/domestic violence.
The results, in each case, demonstrated that the use of creative tools based in the principles above enriched the teaching-learning process through deeper investigation and greater investment for both student and teacher. Students in the early stages of learning thrived, while senior students expressed that having these tools earlier would have been valuable to their practice. These results suggest that when Bharata-Natyam education in the US is refocused through the lenses of Bharata-Nrityam, somatics and engaged pedagogy, teachers can access tools to empower their students in their practice of Bharata-Natyam not only within the context of the Indian diaspora but also beyond.
The results, in each case, demonstrated that the use of creative tools based in the principles above enriched the teaching-learning process through deeper investigation and greater investment for both student and teacher. Students in the early stages of learning thrived, while senior students expressed that having these tools earlier would have been valuable to their practice. These results suggest that when Bharata-Natyam education in the US is refocused through the lenses of Bharata-Nrityam, somatics and engaged pedagogy, teachers can access tools to empower their students in their practice of Bharata-Natyam not only within the context of the Indian diaspora but also beyond.
ContributorsMANDALA, SUMANA SEN (Author) / Jackson, Naomi (Thesis advisor) / Dyer, Becky (Committee member) / Durfee, Alesha (Committee member) / Arizona State University (Publisher)
Created2020