Matching Items (39)
Description
Due to the history of colonization, disruption of Indigenous life ways, and encroachment of external Western ideals and practices upon tribal peoples in New Mexico, the protection and preservation of tribal customs, values, traditions, and ways of thinking are critical to the continued existence of the tribes. It has taken many years for tribal communities, such as the 19 Pueblos of New Mexico, to get to where they find themselves today: In a paradoxical situation stemming from the fact that Pueblo people are told to pursue the iconic American Dream, which was not actually designed or intended for tribal peoples and that always seems to be just out of reach for many community members. Yet many of them do their best to emulate the capitalistic consumption and the Western way of life. What is troubling about this is that perhaps many of these people are starting to forget that it was the strength of their ancestors and their dreams that allowed Pueblo people to be here today. So, how do Pueblo people address this paradox? How do they begin to give newer generations, such as the youth, the tools to question and to assess future programs and the future of the tribal communities? Furthermore, what does such a process of preserving and reclaiming mean for future governance? Are these communities prepared to accept the outcomes?
This compilation seeks to address these issues by examining a) the creation and delivery of Western medicine for American Indians in New Mexico and b) a discussion of Pueblo culture and belief systems. The exploration will include not only discussing health and health care concerns, but it will also engage the future considerations that tribal governments in New Mexico, specifically Pueblo Indian communities, must reflect on to ensure the preservation of the culture and values of Pueblo people. Finally, specific recommendations for action and discussion will be delivered in the form of a policy paper that is designed for tribal leadership and tribal administrative audiences and suggested for implementation.
This compilation seeks to address these issues by examining a) the creation and delivery of Western medicine for American Indians in New Mexico and b) a discussion of Pueblo culture and belief systems. The exploration will include not only discussing health and health care concerns, but it will also engage the future considerations that tribal governments in New Mexico, specifically Pueblo Indian communities, must reflect on to ensure the preservation of the culture and values of Pueblo people. Finally, specific recommendations for action and discussion will be delivered in the form of a policy paper that is designed for tribal leadership and tribal administrative audiences and suggested for implementation.
ContributorsLucero, Kenneth Brian (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Brayboy, Bryan (Thesis advisor) / Martin, Nathan (Committee member) / Arizona State University (Publisher)
Created2015
Description
The intention of this research is to bring us to Worcester, Massachusetts, New England's second largest city, to critically investigate the punitive patterns that exist in the "second chance" opportunity structure experienced by young people who have been dropped-out of schools. The conceptual framework I've constructed pulls from developed theories on the relationship between structural processes, institutional practices and lived experiences of marginalization. There is a need to understand how the process of school leaving, the label of "dropout," and the pursuit of second-chance opportunity are connected and exercise forms of punishment that have clear messages about the worth of these young men's aspirations and the value in fostering support for their opportunities. This critical ethnography introduces the narratives of four young men, marginalized by race and class, whose pursuits of alternative education pathways in Worcester, MA lead them towards constructing an inclusive opportunity on one's own terms. My assertion here is that the social issue is not exclusively about "dropouts," but about the relationships our schools, neighborhoods and society at large have on creating the enabling conditions of opportunity for our most marginalized students.
ContributorsBegin, Meshia (Author) / Lopez, Vera (Thesis advisor) / Cheng, Wendy (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
Description
For the death penalty to be justified, it must be reserved for the worst of the worst. In his 2011 study of Connecticut's death penalty system, however, John Donohue found that arbitrariness and discrimination are defining features. Donohue's finding that non-white defendants whose victims were white are six times more likely to receive the death penalty indicates that race is more a predictor of a death sentence than the egregiousness of the crime. An analysis of capital sentencing outcomes in Maricopa County, Arizona reveals that the race of the victim is not related to the likelihood of receiving a death sentence, but the race of the defendant is. Use of Qualitative Comparative Analysis (QCA), logistic regression, and an egregiousness calculation are employed to analyze capital sentencing trial outcomes in Maricopa County from 2009 through 2011. This triangulated approach is applied to test three theoretically-derived models - the Donohue model, the Illinois Commission model, and the Functional model. The findings indicate that during the given time period in Maricopa County, the race of the defendant was statistically significant in cases with low to mid-levels of egregiousness, but was no longer significant in the most egregious cases. The results also reveal that the most egregious cases, typically indicated by the presence of a prior conviction and multiple victims, are nearly five times more likely to result in an outcome of death. While the results of this study are suggestive only, because of the small sample size and the relatively brief duration of time studied, the conclusions presented aim to provoke further inquiry into states' death penalty systems to address Donohue's allegation of unconstitutional application nationwide. Through a drastic reduction of death-eligibility factors, implementation of a transparent plea bargaining protocol in which the presence of certain aggravating factors preempts the possibility of a plea, and equal funding for prosecutor and defense offices, the death penalty in this country could begin to target the worst of the worst.
ContributorsTraywick, Margo (Author) / Provine, Doris Marie (Thesis advisor) / Baich, Dale (Committee member) / Martin, Nathan (Committee member) / Arizona State University (Publisher)
Created2012
Description
National mandates to decrease suspension numbers have prompted school districts across the country to turn to a practice known as restorative justice as an alternative to removing students through suspension or referral to law enforcement for problematic behavior. This ethnographic case study examines school-based restorative justice programs as potentially disruptive social movements in dismantling the school-to-prison-pipeline through participatory analysis of one school’s implementation of Discipline that Restores.
Findings go beyond suspension numbers to discuss the promise inherent in the program’s validation of student lived experience using a disruptive framework within the greater context of the politics of care and the school-to-prison-pipeline. Findings analyze the intersection of race, power, and identity with the experience of care in defining community to illustrate some of the prominent structural impediments that continue to work to cap the program’s disruptive potential. This study argues that restorative justice, through the experience of care, has the potential to act as a disruptive force, but wrestles with the enormity of the larger structural investments required for authentic transformative and disruptive change to occur.
As the restorative justice movement gains steam, on-going critical analysis against a disruptive framework becomes necessary to ensure the future success of restorative discipline in disrupting the school-to-prison-pipeline.
Findings go beyond suspension numbers to discuss the promise inherent in the program’s validation of student lived experience using a disruptive framework within the greater context of the politics of care and the school-to-prison-pipeline. Findings analyze the intersection of race, power, and identity with the experience of care in defining community to illustrate some of the prominent structural impediments that continue to work to cap the program’s disruptive potential. This study argues that restorative justice, through the experience of care, has the potential to act as a disruptive force, but wrestles with the enormity of the larger structural investments required for authentic transformative and disruptive change to occur.
As the restorative justice movement gains steam, on-going critical analysis against a disruptive framework becomes necessary to ensure the future success of restorative discipline in disrupting the school-to-prison-pipeline.
ContributorsWeeks, Brianna Ruth (Author) / Cuadraz, Gloria (Thesis advisor) / Swadener, Elizabeth (Committee member) / Lopez, Vera (Committee member) / Arizona State University (Publisher)
Created2018
Description
This dissertation describes a qualitative research study that was conducted in order to deconstruct the notion of trauma using a resiliency framework in one Pueblo Indian community in New Mexico. Trauma is widely discussed in relation to mental health issues impacting Indigenous peoples worldwide, as demonstrated in my review of the literature and throughout this work. Yet, the result of most research tends towards pointing out deficiencies in Indigenous communities. Rarely, if ever, is trauma explored through a strengths-based and resiliency approach. This study represents the first attempt to do so in and with a Pueblo Indian community. As a Pueblo researcher working with my own community of Kewa, my goal was to go back to the very people consistently being studied, that is, the Indigenous community, and to re-examine what is trauma, including its definitions and with a focus on local culturally-based interventions.
This work is broken down into three components that are woven together through the common theme of understanding, deconstructing, and addressing trauma: a journal article, book chapter and policy brief. The journal article is titled: “Walking the Path: A Pueblo Journey through Trauma and Healing.” The journal article begins by reviewing concepts on trauma and resilience documented in a literature. I both review the literature and offer critiques from the perspective of a Pueblo Indian researcher working in the field of health. This segues into my dissertation study. A series of eight qualitative, semi-structured interviews were conducted using an interview guide with open-ended questions. I found that participants reported ample evidence of both trauma and resilience, documenting the need for further research in this area and, most importantly, a values-based intervention. Critical in my research findings is that participants revealed the types of trauma relevent to Pueblo people, which points to our understanding of local issues that may also resonate with the experiences of other Indigenous peoples but that are intended to speak to Pueblo communities. Through my research, I consistently assert that understanding trauma also includes the need to document how Pueblo people have coped and overcome their trauma. These forms of resilience were also documented in the findings.
The book chapter is titled, “Using Pueblo Values to Heal from Trauma.” This section of the dissertation details Pueblo values and the implications on trauma. Pueblo values are described in detail based on my research and explicated in relation to theory that I propose. In this book chapter, I argue that these Pueblo values play an integral role in how we cope and heal from trauma. To summarize what participants explained, the idea is proposed that following these values will lead you to “the right path.” Suggestions for an ideal intervention based on participant interviews include the development of a values-based curriculum whose success is contingent on following Pueblo values that teaches values as defined by the Pueblo community.
My dissertation concludes with a policy section that focuses on “Finding the Path when you have Fallen Off.” This section talks about “cultural freezing” and the need to integrate positive cultural identity in youth, who are especially vulnerable in Indigenous communities, through the development of a values-based curriculum. The policy section will focus on the implications of trauma concepts defined for Native People that have demonstrated the need to process trauma. In order to process trauma, culturally-relevant frameworks and curricula such as “Transcending the Trauma” or “Gathering of Native Americans” (GONA) have been developed to help guide communities to begin the conversation around trauma. These discussions help to raise awareness around trauma and help people begin their healing journey. However, these developed concepts, frameworks and curricula have only started the journey and now there is a significant need for interventions to sustain recovery from trauma. These interventions also must include levels of individual and community readiness to address trauma and align with the values of the community and individual. It is a step we need to take to decolonize education and unfreeze culture
This work is broken down into three components that are woven together through the common theme of understanding, deconstructing, and addressing trauma: a journal article, book chapter and policy brief. The journal article is titled: “Walking the Path: A Pueblo Journey through Trauma and Healing.” The journal article begins by reviewing concepts on trauma and resilience documented in a literature. I both review the literature and offer critiques from the perspective of a Pueblo Indian researcher working in the field of health. This segues into my dissertation study. A series of eight qualitative, semi-structured interviews were conducted using an interview guide with open-ended questions. I found that participants reported ample evidence of both trauma and resilience, documenting the need for further research in this area and, most importantly, a values-based intervention. Critical in my research findings is that participants revealed the types of trauma relevent to Pueblo people, which points to our understanding of local issues that may also resonate with the experiences of other Indigenous peoples but that are intended to speak to Pueblo communities. Through my research, I consistently assert that understanding trauma also includes the need to document how Pueblo people have coped and overcome their trauma. These forms of resilience were also documented in the findings.
The book chapter is titled, “Using Pueblo Values to Heal from Trauma.” This section of the dissertation details Pueblo values and the implications on trauma. Pueblo values are described in detail based on my research and explicated in relation to theory that I propose. In this book chapter, I argue that these Pueblo values play an integral role in how we cope and heal from trauma. To summarize what participants explained, the idea is proposed that following these values will lead you to “the right path.” Suggestions for an ideal intervention based on participant interviews include the development of a values-based curriculum whose success is contingent on following Pueblo values that teaches values as defined by the Pueblo community.
My dissertation concludes with a policy section that focuses on “Finding the Path when you have Fallen Off.” This section talks about “cultural freezing” and the need to integrate positive cultural identity in youth, who are especially vulnerable in Indigenous communities, through the development of a values-based curriculum. The policy section will focus on the implications of trauma concepts defined for Native People that have demonstrated the need to process trauma. In order to process trauma, culturally-relevant frameworks and curricula such as “Transcending the Trauma” or “Gathering of Native Americans” (GONA) have been developed to help guide communities to begin the conversation around trauma. These discussions help to raise awareness around trauma and help people begin their healing journey. However, these developed concepts, frameworks and curricula have only started the journey and now there is a significant need for interventions to sustain recovery from trauma. These interventions also must include levels of individual and community readiness to address trauma and align with the values of the community and individual. It is a step we need to take to decolonize education and unfreeze culture
ContributorsTenorio, Rachell (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Dandeneau, Stephane (Committee member) / Martin, Nathan (Committee member) / Arizona State University (Publisher)
Created2018
Description
This dissertation examines the communication of U.S. Corporate executives in quarterly conference calls and in public forums at the World Economic Forum. Using grounded theory, the executive's core conceptual framework is identified and analyzed in the conference calls. Broadly speaking, it was found that an underlying aggressive orientation to the organization conceptualizes the executive as being the source of organizational activity. It places the executive in a causal-force relation to other organizational groups, which at once, inflates the role of the executive and poses a dilemma with respect to executive status and the communicative vitality of the organization. This project of organizational communication is situated within the broader areas of ideology, critical organizational scholarship, and communicative constitution of communication. The set of data consists of communication of executives of U.S. corporations in the S&P500 in 171 conference calls with shareholder agents. Grounded theory is used to identify the executives' conceptual view of the organization as it emerges from the data analysis. The findings from the analysis of the conference call data are presented in relation to two core categories, a causal-driving force and an ultimate objective category, including sub-categories that form an overall conceptual framework. An exploration of executive communication at the World Economic Forum extends these findings by demonstrating how it is transformed and mediated in a public venue in the presence of other stakeholders. One important finding from the study involves the emergence of a rival concept that poses an organizational dilemma for the future of the executive's communicative framework. And lastly, the issue of ideology is applied to the findings. This examination uses the sensitizing concepts of reification and fetishism drawn from the literature on ideology, which is developed into a systematic algorithm. The application of the findings to the model adds new insight into the relation between the executive and organizational communication. The results from this examination reinforce and highlight the conceptual dilemma the executive faces in relation to the organization and its future implications on organizational communication.
ContributorsErrickson, Kirk (Author) / McPhee, Robert (Thesis advisor) / Kim, Heewon (Committee member) / Martin, Nathan (Committee member) / Arizona State University (Publisher)
Created2019
Description
This thesis seeks to provide insight into the challenges rural women in Latin America face in
receiving socio-economic benefits from their participation in collective enterprises. The study
draws upon research from the field of development, entrepreneurship, and cooperatives, focusing
on rural women in Guatemala. The research questions explored are: 1) ‘What is known about
entrepreneurial strategies to overcome poverty among rural women in Latin America, specifically
cooperatives and specifically in Guatemala?; and 2) ‘What are the main conditions for the
success of rural women’s vermiculture cooperatives in Guatemala from the perspectives of their
members, in terms a) infrastructure and equipment; b) work arrangements; c) member’s learning;
and d) member’s confidence in the financial success of the coop?’. The study was conducted in
an exploratory manner using case study methodology to provide a richness to study findings. The
study found that pre-conditions for a successful cooperative include a secure and easily accessible
location, and highlights the importance of inclusive leadership, the mastery of basic skills, and
opportunities for learning more advanced business skills.
receiving socio-economic benefits from their participation in collective enterprises. The study
draws upon research from the field of development, entrepreneurship, and cooperatives, focusing
on rural women in Guatemala. The research questions explored are: 1) ‘What is known about
entrepreneurial strategies to overcome poverty among rural women in Latin America, specifically
cooperatives and specifically in Guatemala?; and 2) ‘What are the main conditions for the
success of rural women’s vermiculture cooperatives in Guatemala from the perspectives of their
members, in terms a) infrastructure and equipment; b) work arrangements; c) member’s learning;
and d) member’s confidence in the financial success of the coop?’. The study was conducted in
an exploratory manner using case study methodology to provide a richness to study findings. The
study found that pre-conditions for a successful cooperative include a secure and easily accessible
location, and highlights the importance of inclusive leadership, the mastery of basic skills, and
opportunities for learning more advanced business skills.
ContributorsPerez, Natalia (Contributor) / Mook, Laurie (Thesis director) / Gonzales, Vanna (Committee member) / Barrett, The Honors College (Contributor)
Created2014-05
Description
This project explores the function of art pedagogy as a tool for social justice, especially for youth. As a student pursuing the study of both education and social justice, the experience I've had in my life with art is hugely connected with these themes. In this exploratory project, I examined different creative youth development programs through the perspectives of art educators, exploring how, pedagogically, they contribute to the formation of social justice in the communities and students they serve through the teaching and creation of art. I began with the research question, how do different creative youth development contribute to social justice in the communities and students they serve using art as a pedagogical approach? My goal in asking this question was to develop a picture of the art pedagogies employed in these programs, and their relation to the broader topic of social justice. Then, after reviewing the literature related to this topic, which is outlined in the next section, I identified three components of social justice related to art education: self expression, cultural identity exploration, and critical engagement. All of these concepts emerged time and time again when reviewing literature about art education and youth, and also art and social justice. Focusing on these concepts, I explored the question of how these components of social justice are explored in particular creative youth development programs. My goal in asking these questions is to develop a picture of the art pedagogies employed in these programs, and their relation to the broader topic of social justice. In order to ask these questions, it was important I access the art educators behind art programs whose impact is connected to art and social justice. Through their perspectives, I was able to gain incite about the design, implementation, and outcomes of art pedagogy. I found that these programs, in employing art pedagogies, were powerful tools in helping youth connect to themselves and their communities, aiding in the production of social justice.
ContributorsFarrier, Merry Elise (Author) / Swadener, Elizabeth (Thesis director) / Gonzales, Vanna (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
Much research has been devoted to identifying trends in either convergence upon a neoliberal model or divergence among welfare states in connection to globalization, but most research has focused on advanced industrialized countries. This has limited our understanding of the current state of convergence or divergence, especially among welfare states in developing regions. To address this research gap and contribute to the broader convergence vs. divergence debate, this research explores welfare state variation found within Latin America, in terms of the health policy domain, through the use of cross-national data from 18 countries collected between the period of 1995 to 2010 and the application of a series of descriptive and regression analysis techniques. Analyses revealed divergence within Latin America in the form of three distinct welfare states, and that among these welfare states income inequality, trust in traditional public institutions, and democratization, are significantly related to welfare state type and health performance.
ContributorsJohnson, Kory Alfred (Author) / Martin, Nathan (Thesis director) / Gonzales, Vanna (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / School of Politics and Global Studies (Contributor)
Created2014-05
Description
Many studies have suggested the existence of what is called the school-to-prison pipeline, a model explaining the process by which we hinder the academic development of students of color and push them instead toward the criminal justice system. This process takes place through a series of practices called exclusionary discipline practices, and these include such things as suspensions, zero tolerance policies, and the prevalence of school resource officers that often reflect larger biases or implicit racism. These practices alienate students from the academic process, increasing dropout rates and negatively affecting student achievement. There has been a great deal of research investigating these discipline policies, but significantly less research investigating how teachers perceive these practices. This study examines the perceptions and attitudes of student teachers throughout their first experiences in the classroom. It explores their attitudes toward these policies, as well as their perceptions of discipline practices and student behavior problems. In conducting interviews with four student teachers, qualitative analysis of the resulting data shows that teachers are aware of the disadvantage that students of color face, however, they perceive some of these exclusionary discipline practices to be beneficial or neutral. Teachers understood suspensions to be detrimental to students, but saw no issues with zero tolerance policies or school resource officers. For this reason, it will be important to better educate teachers to be advocates for their students, and push for better policies at the administrative and legislative levels.
ContributorsLundy, Amy Nicole (Author) / Lopez, Vera (Thesis director) / Swadener, Elizabeth (Committee member) / School of Social Transformation (Contributor) / Department of Psychology (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05