Matching Items (11)
Description
During the 1970's to 90's, scholars in the fields of Jewish Studies, anthropology and sociology (notably, Hellen Epstein, Larry Langer and Yosef Yerushalmi), developed the idea of generational trauma theory, when analyzing the trauma inflicted upon European Jewish populations during the Holocaust. Epstein argues that trauma is passed down from generation to generation, while Langer argues that the second generation interprets the trauma in their own way. Other important terms in trauma theory include liturgical time, sites of memory, historical trauma and the historical trauma response. Scholars who analyze American Indian communities, like Yellow Horse Brave Heart and Durran/Durran, readily took up this theory, applying it to the Native American experience. One area where this theory has been applied to is the Native American Boarding School experience. The purpose of this paper is to analyze the efficacy of applying the post-Holocaust trauma theory to the Native American boarding school experience. In order to determine the effectiveness of the boarding schools, one must analyze the boarding school experience, beginning at the philosophical underpinnings of the boarding school, and then discussing the impacts that the boarding schools had on the students and finally, the impact that this had on the second generation. However, this approach has a number of flaws, such as the differences between native communities and post-Holocaust, American, Jewish communities, as discussed in the Philosophy of American Indian Studies. The length of the boarding schools was also longer than the length of the Holocaust. The fact that Native Americans faced repeated trauma, in a way that post-Holocaust American Jews did not. The trauma also changed for both native peoples and post-Holocaust Jews, making it difficult for there to be a single response to trauma. The philosophical bases of the Holocaust and boarding schools were also different. The post-Holocaust generational trauma approach also has a number of applications to native peoples. This includes the psychological aspect of trauma. The use of terminology by native scholars. Native peoples also developed concepts like sites of memory and liturgical time. Finally, both the post-Holocaust Jewas and Native Americans have used trauma for political ends. The conclusion is that post-Holocaust generational trauma theory has some applications to native peoples, but the application is limited. A scholar must take into careful consideration the native peoples who they are working with.
ContributorsMongeau, Michael Philip (Author) / Benkert, Volker (Thesis director) / Riding In, James (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / American Indian Studies Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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 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
Description
By looking at the history and the current state of educational affairs in Indian Country there is an identifiable need to encourage Indigenous students to succeed. Theories involving decolonization, sovereignty rights, and the Indigenous pedagogy are essential to properly empower Indigenous youth. Research involved analyzing four previously implemented programs in Indigenous communities around the world which focused on education, culture, and decolonization. Data was collected through interviews and surveys from undergraduate and graduate students attending Arizona State University. From the information gathered a program is suggested which focuses on teaching Indigenous youth research methods and implementing a program within their community. The suggested program derives ideas from the aforementioned analyzed programs and cultural values in the Diné community.
ContributorsManson, Merry Caroline (Author) / Vicenti Carpio, Myla (Thesis director) / Bortner, Peg (Committee member) / Barrett, The Honors College (Contributor) / School of Letters and Sciences (Contributor) / American Indian Studies Program (Contributor)
Created2014-05
Description
The ecological benefits provided by trees include improving air quality (Nowak, et. al., 2006), mitigating climate change by sequestering carbon (Nowak, 1993), providing animal habitats (Livingston, et. al., 2003), and reducing heat (Edmonson, 2016), among others. Trees also provide numerous social benefits, impacting urban sustainability in particular by improving human health (Salmond, 2016), aesthetically and economically improving neighborhoods (Torres, 2012), and contributing to thriving communities by creating gathering spaces and even reducing crime (Abraham, et. al., 2010). Because of the tremendous potential of trees to provide social and ecological services, particularly in urban areas, tree planting has become an important facet of many sustainability initiatives. This thesis assesses one such initiative aimed at planting trees for the diverse benefits they provide. Valley Permaculture Alliance (VPA), a nonprofit based in Phoenix, Arizona, is known for its Shade Tree Program. The author conducted an internal, quantitative assessment of the program between August and December of 2015. The assessment included evaluation of several indicators of ecological and community health related to the presence of shade trees, culminating in a report released in 2016. This paper evaluates the use of sustainability indicators in the VPA assessment as well as their value in different types of organizations. It culminates with an assessment of VPA's strengths, challenges faced by the organization, and suggestions for its future development.
ContributorsJones, Michaela Martine (Author) / Larson, Kelli (Thesis director) / Eakin, Hallie (Committee member) / School of Sustainability (Contributor) / American Indian Studies Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The beginnings of this paper developed from the initial question of: how can tribal nations create private economies on their reservations? Written and researched from an undergraduate student perspective, this paper begins to answer the question by analyzing the historical and current states of Indian Country's diverse tribal economies. Additionally, this paper will identify various tribal economic development challenges with a specific emphasis on education attainment as a key factor. Then, a solution will be presented in the form of a tribal business program modeled within the W.P. Carey School of Business at Arizona State University located in Tempe, Arizona. The solution is grounded in the idea that a highly qualified workforce is the best resource for economic development.
ContributorsTso, Cora Lee (Author) / Miller, Robert (Thesis director) / Hillman, Amy (Committee member) / School of Politics and Global Studies (Contributor) / American Indian Studies Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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 includes information pertaining to Native Nations and their need for innovative policing practices. Native Nations need their tribal police agencies to gain responsibility when it comes to advancing their community policing first before their tribal courts can begin to commit to greater prosecutions. Utilizing information from interviews and literary review sources, this paper includes the law background, information on tribal sovereignty, information attained from interviews, and census data. This information shared in this paper will help individuals within Criminal Justice studies to gain a better understanding of tribal courts, tribal police, and tribal jurisdictional issues. Not only will this paper help inform Criminal Justice students, but this paper will help other Indigenous students understand the resources, strategies, and implementation of previous Supreme Court Cases among their tribal governments, courts, and police departments. My findings will indicate that there has already been an implementation towards cross-deputization among an Arizona Tribe and how they are successfully sworn among their tribe, state, and federally.
ContributorsWebster, Teal (Author) / Marley, Tennille (Thesis director) / Robinson, Kevin (Committee member) / Barrett, The Honors College (Contributor) / American Indian Studies Program (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2022-05
Description
San Carlos Apache Tribe is leading the charge to protect Chi’chil Biłdagoteel, commonly known as Oak Flat, from defilement from a mining company determined to strip the land of its precious resources. Oak Flat is sacred ground to the San Carlos Apache and the surrounding tribal communities that share historical ties to the area. Resolution Copper Mine, a joint venture of Rio Tinto and BHP Billiton mining giants, aims to privatize and industrialize Oak Flat’s public lands and copper minerals directly under the Oak Flat area. San Carlos Apache archaeological sites, ancient burial grounds, origin stories, place names, and religious practices affirm Apache preoccupation and ongoing connection to Oak Flat. This study attempts to illustrate the historical injustices of how the US government and legislators, combined with mining proponents, displace the San Carlos Apache’s religious practices on their sacred sites, inside and outside reservation borders. That trend continues with the controversial Resolution Copper mining project. An unrelated provision or land exchange rider was surreptitiously attached to the National Defense Authorization Act (FY 2015), a must-pass legislation specifying the annual budget and expenditures of the US Department of Defense that would give away the San Carlos Apache religious sacred site of Oak Flat to a foreign mining company. I expose the forces of colonialism to understand how mainstream society and its legal systems have imprinted colonial ideals and have been applied to attack American Indian religious freedoms. Importantly, I show the reconciliation strategies of Apache Stronghold, representing the San Carlos Apache tribe, that could enable restorative justice for the San Carlos Apache and potentially other affected American tribes in the future.
ContributorsBarnette, Debra SpyderCloud (Author) / Vicenti-Carpio, Myla (Thesis advisor) / Riding In, James (Committee member) / Marley, Tennille (Committee member) / Arizona State University (Publisher)
Created2022
Description
In Indian Country, the investigation and prosecution of sexual assault crimes have been described as arduous task. More so, determining whether the federal, state, or tribal government has criminal jurisdiction is perplexing. The various U.S. Supreme Court decisions and Federal Indian policies that influence tribal sovereignty restrict tribal government's authority over violent crimes that occur on tribal lands. In my thesis, I discuss U.S. Supreme Court decisions and federal Indian policies create a framework for colonial management and federal paternalism in Indian Country, which restrict tribal sovereignty and sentencing authority in criminal cases that occur on tribal lands and against their citizens. I introduce the Indigenous Woman's Justice Paradigm as a conceptual framework for Indian nations to develop an alternate system for responding to sexual assault crimes on tribal lands. The purpose of my research is to promote the cultural renewal of Indigenous justice practices to develop sexual assault jurisprudence or reform tribal rape law that are victim-centered and community controlled.
ContributorsFulton, Madison Eve (Author) / Vicenti Carpio, Myla (Thesis advisor) / Marley, Tennille (Committee member) / Killsback, Leo (Committee member) / Arizona State University (Publisher)
Created2015
Description
A disconnect exists between the perception of Indigenous women as non-leaders who lack legitimate power, and their persistent actions and beliefs that show an inherent ability to lead families, communities and cultures. Relevant literature on Indigenous women leadership has focused on displacement of women’s power and authority as a consequence of patriarchy and contextualizes the issue within deficit narratives of victimology. These accounts fail to celebrate the survivance of Indigenous women as inherent leaders charged with cultural continuance. Nonetheless, Indigenous women have persisted as leaders within advocacy, indicating a continuance of their inherent tendencies to lead their nations. “Matriarchs in the Making: Investigating the Transmission of Indigenous Resistance Through Indigenous Women’s Leadership in Activism” explores how Indigenous women demonstrate power and leadership via activism to transmit attitudes, actions, and beliefs about Indigenous resistance to Indigenous youth in the United States. A case study of Suzan Shown Harjo, a preeminent advocate for Indian rights will illustrate how Indigenous women engage in leadership within the realms of activism and advocacy. Key tenets of Indigenous feminist theory are used to deconstruct gender binaries that are present in modern tribal leadership and in social movements like the Red Power movement. Storytelling and testimony help to frame how Indigenous women activists like Harjo define and understand their roles as leaders, and how their beliefs about leadership have changed over time and movements. The study concludes with ways that Indigenous women use ancestral knowledge to envision healthy and sustainable futures for their nations. A process of “envisioning” provides guidance for future resistance via activism as guided by Indigenous women leaders. These visions will ultimately give scholars insight in how to best align their research within Indigenous feminist theory, Indigenous futurity, and women’s leadership and activism outside of academia.
ContributorsMarek, Cecilia Ruth (Author) / Riding In, James (Thesis advisor) / Solyom, Jessica (Committee member) / Marley, Tennille (Committee member) / Arizona State University (Publisher)
Created2020