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This study sought to analyze the messages being conveyed through the discourse utilized in presenting the public face of The Arizona Early Childhood Development and Health Board, popularly known as First Things First (FTF) and to reveal how the different discourses and ideologies within FTF have been in the past

This study sought to analyze the messages being conveyed through the discourse utilized in presenting the public face of The Arizona Early Childhood Development and Health Board, popularly known as First Things First (FTF) and to reveal how the different discourses and ideologies within FTF have been in the past and currently are "contending and struggling for dominance (Wodak, 2007)." FTF is located within the policy realm of Early Childhood Education and Care (ECEC). The people and the system have been very influential in guiding the course and policies set forth in Arizona since the citizen initiative, Proposition 203, passed in 2006, which allowed for the creation of the Early Childhood Development and Health Board. Lakoff's techniques for analyzing frames of discourse were utilized in conjunction with critical discourse analysis in order to tease out frames of reference, shifts in both discourse and frames, specific modes of messaging, and consistencies and inconsistencies within the public face presented by FTF.
ContributorsMiller, Lisa (Author) / Swadener, Elizabeth B (Thesis advisor) / Nakagawa, Kathy (Committee member) / Romero, Mary (Committee member) / Arizona State University (Publisher)
Created2013
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Description
This dissertation project is a legal and policy analysis of California's involuntary psychiatric commitment laws and policy as applied to American Indians (AI). Mental health-based civil commitment and conservatorships constitute some of the most severe intrusions into personal liberties and freedom outside of the criminal justice system. In the context

This dissertation project is a legal and policy analysis of California's involuntary psychiatric commitment laws and policy as applied to American Indians (AI). Mental health-based civil commitment and conservatorships constitute some of the most severe intrusions into personal liberties and freedom outside of the criminal justice system. In the context of AI peoples and tribal Nations, however, these intrusions implicate not only individual freedoms and well-being but also larger notions of tribal sovereignty, self-determination, culture, and the dialectic relationship between individual identity and community knowledge related to definitions of health, illness and the social meaning of difference. Yet, in the context of involuntary psychiatric commitments, the law reflects a failure to understand this relationship, alternating between strategic use of the sovereignty doctrine to deny access to services or, alternatively, wholly absenting issues of sovereignty and Indigenous worldviews from legal discourse. This project explores the nuanced ways in which these issues are weaved into the fabric of mental health law and policy and how they function to codify, enact and maintain colonization for AI peoples and Nations.
ContributorsGough, Heather Robyn (Author) / Brayboy, Bryan Mck. J. (Thesis advisor) / Romero, Mary (Committee member) / Molidor, Christian (Committee member) / Arizona State University (Publisher)
Created2013
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This thesis focuses on justice, human rights, and migration in Iraq. It explores the ideas of justice and human rights, and how they influence the migration of the Iraqi Assyrians and Chaldeans. Through the use of qualitative methodology, including a review of scholarly literature, personal experience, and semi-formal interviews with

This thesis focuses on justice, human rights, and migration in Iraq. It explores the ideas of justice and human rights, and how they influence the migration of the Iraqi Assyrians and Chaldeans. Through the use of qualitative methodology, including a review of scholarly literature, personal experience, and semi-formal interviews with ten individuals, this research mainly focuses on the influence that justice and human rights had on migration during the U.S.-Iraq War, from 2003 until 2011. Justice, human rights, and migration before and after the War are examined. The study concludes that justice and human rights are factors that influence the migration of Iraq's Assyrian and Chaldean community throughout the U.S.-Iraq War; however justice and human rights are not the only factors.
ContributorsBiya, Diana (Author) / Romero, Mary (Thesis advisor) / Ali, Souad T. (Thesis advisor) / El Hamel, Chouki (Committee member) / Arizona State University (Publisher)
Created2014
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Description
This case study explores American Indian student activist efforts to protect and promote American Indian education rights that took place during 2007-2008 at a predominantly white institution (PWI) which utilizes an American Indian tribal name as its institutional athletic nickname. Focusing on the experiences of five American Indian student activists,

This case study explores American Indian student activist efforts to protect and promote American Indian education rights that took place during 2007-2008 at a predominantly white institution (PWI) which utilizes an American Indian tribal name as its institutional athletic nickname. Focusing on the experiences of five American Indian student activists, with supplementary testimony from three former university administrators, I explore the contextual factors that led to activism and what they wanted from the institution, how their activism influenced their academic achievement and long-term goals, how the institution and surrounding media (re)framed and (re)interpreted their resistance efforts, and, ultimately, what the university's response to student protest conveys about its commitment to American Indian students and their communities. Data was gathered over a seven-year period (2007-2014) and includes in-depth interviews, participant observation, and archival research. Using Tribal Critical Race Theory and Agenda Setting Theory, this study offers a theoretically informed empirical analysis of educational persistence for American Indian students in an under-analyzed geographic region of the U.S. and extends discussions of race, racism, and the mis/representation and mis/treatment of American Indians in contemporary society.

Findings suggest the university's response significantly impacted the retention and enrollment of its American Indian students. Although a majority of the student activists reported feeling isolated or pushed out by the institution, they did not let this deter them from engaging in other social justice oriented efforts and remained dedicated to the pursuit of social justice and/or the protection of American Indian education rights long after they left the in institution. Students exercised agency and demonstrated personal resilience when, upon realizing the university environment was not malleable, responsive, or conducive to their concerns, they left to advocate for justice struggles elsewhere. Unfortunately for some, the university's strong resistance to their efforts caused some to exit the institution before they had completed their degree.
ContributorsSolyom, Jessica A (Author) / Brayboy, Bryan (Thesis advisor) / Romero, Mary (Committee member) / Lee, Charles (Committee member) / Flores, Lisa (Committee member) / Arizona State University (Publisher)
Created2014
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ABSTRACT Early childhood education (ECE) teacher professional development refers to the various modalities of providing new and or additional content knowledge to the teachers who work with children birth to five. The purpose of this study was to examine the effectiveness of an Arizona United Way-administered intervention project designed to

ABSTRACT Early childhood education (ECE) teacher professional development refers to the various modalities of providing new and or additional content knowledge to the teachers who work with children birth to five. The purpose of this study was to examine the effectiveness of an Arizona United Way-administered intervention project designed to provide focused professional development activities to 15 ECE teachers at seven high-need, center-based early care and education settings. Specifically, this study determined if these interventions influenced the teachers to undertake formative career path changes such as college coursework. In addition, the study also sought to understand the views, beliefs, and attitudes of these ECE teachers and if/how their perspectives influenced their educational career paths. Data were gathered through the triangulated use of participants' responses to a survey, face-to-face interviews, and a focus group. Findings demonstrate that the teachers understand that professional development, such as college coursework, can increase a person's knowledge on a given topic or field of study, but that they feel qualified to be a teacher for children birth to five even though 12 of the 15 teachers do not hold an AA/AAS or BA/BS degree in any area of study. Further, the teachers suggested that if they were to earn a degree it would most likely be in another field of study beside education. These responses provide another reason professional development efforts to encourage ECE teachers to seek degrees in the field of education may be failing. If ECE teachers wanted to invest time, energy and funds they would acquire a degree, which provided more financial reward and professional respect. 
ContributorsOrtiz, Karen J. (Karen Jean) (Author) / Kelley, Michael F. (Thesis advisor) / Enz, Billie J. (Thesis advisor) / Romero, Mary (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2011
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Description
This study explores how grantmakers conceptualize their work with respect to issues of social justice. It seeks to answer two primary questions: What role, if any, does the philanthropic community ascribe to itself in not just ameliorating but helping solve our greatest social challenges? And if philanthropy does see

This study explores how grantmakers conceptualize their work with respect to issues of social justice. It seeks to answer two primary questions: What role, if any, does the philanthropic community ascribe to itself in not just ameliorating but helping solve our greatest social challenges? And if philanthropy does see itself as an agent of change, what are the barriers that limit its potential? After painting a portrait of contemporary American philanthropy, this paper applies Iris Marion Young's critique of distributive justice to philanthropy's dilemma between downstream charitable aid and upstream structural change. The thesis then turns to analysis of semi-structured interviews with eighteen of Arizona's foundation leaders to assess whether and how state-level philanthropic leaders see their work vis-á -vis social justice, and understand how external factors limit philanthropy's ability to effect maximum social change. Participants express a desire to engage in genuinely meaningful philanthropy which does more than just maintain the status quo, but identify multiple constraints, including legal barriers to fully utilizing advocacy as a tool, governmental infringement on philanthropic autonomy, the channeling of philanthropic resources toward basic needs as a result of the recession, and a grantmaking orientation that prioritizes short term programs that yield swift, measurable results as opposed to longer term efforts.
ContributorsLester, Eva Lorraine (Author) / Zatz, Marjorie S (Thesis advisor) / Haglund, LaDawn (Committee member) / Romero, Mary (Committee member) / Arizona State University (Publisher)
Created2011