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All Subjects: Equity
All Subjects: Critical ethnography

Home Work: Survivors of Sexual Violence on Doing Community and Re/orienting Justice Through Experiences of Trauma and in Times of Crisis

Description

People in college are made vulnerable to sexual, domestic, and relationship violence by narratives of individual “bad apples” that obscure violence as a cultural condition. Scholars in Gender Studies have worked to name and identify the extent of the problem of sexual, domestic, and relationship violence and argue that victims must be centered in campus-based research. Cultural Geographers have investigated violence as socially re/produced through the relationships between culture, community, and space. However, few works have engaged survivors as research partners to investigate survivorhood, relationality, and trauma to understand how to undo rape culture, thus endorsing survivors as passive subjects rather than active agents for social change. My dissertation asserts that home work is the personal and relational labor of practicing community and enacting justice that survivors engage in to come to feel at home in our bodyminds and relationships. My interlocutors are 10 survivors of sexual violence experienced while attending university in Minneapolis and five survivor-advocacy practitioners. To be survivor-centered and uplift survivor-voice, this project partners with my interlocutors as co-researchers and is built upon critical ethnography and Indigenous methodologies. I utilize semi-structured interviews, walking conversations, and group discussions in which I co-performatively witness survivorhood with my interlocutors. Chapter 1 situates sexual violence in the United States, discusses survivor-voice and the project’s method/ologies, and the significances of Minneapolis as the site of study. Chapter 2 explores “why” my interlocutors “do community”: To meet various needs, to support their growth, and to engage in mutual aid. Chapter 3 explores “how” my interlocutors do community: Showing up, vulnerability, and mutual care. In Chapter 4, my interlocutors and I build our theory of justice as a process of doing community rooted in accountability, responsibility, and relationships that allows us to feel at home in our bodyminds, relationships, and encounters. My research shows that active community engagement is the core variable for pursuing justice, shifting views on community building, campus policies, and processes of justice related to sexual violence. Situated in Minneapolis, my research connects rape culture, white supremacy, and state violence to the crisis of sexual violence on campus.

ContributorsGoldberg, Brett S. (Author) / Shabazz, Rashad (Thesis advisor) / Bailey, Marlon M. (Committee member) / Swadener, Beth B. (Committee member) / Arizona State University (Publisher)

Created2022

Electric Transportation Equity in the Valley

Description

The electric transportation (ET) and electric vehicle (EV) landscape is currently inequitable and inaccessible for many living in the Phoenix area. This is especially true for people without single-occupancy vehicles (SOVs), who are reliant on public transit, or do not live in the Metropolitan center. Transit is intricately related to the environment and, due to societal and political structures, most of these environmental injustices are concentrated in low-income and minority communities. The lack of political representation within these communities has led to increased exposure to a variety of issues. Equitable transportation has also suffered due to a significant gap in addressing the needs of these underserved communities (Bolin, et al., 2005). The concentration of inequities and environmental injustices is a direct result of the lack of representation. Therefore, equitable and inclusive collaboration on solutions is required in order to maintain fairness and access, (Clement, 2020) considering the legacy of institutional harm within historically marginalized communities. The TE Activator was created by Salt River Project (SRP) and Anthesis Group, a sustainability consulting agency. The Activator is a group of Phoenix-area organizations interested in shaping the ET landscape to positively influence the well-being of Arizonans. With this in mind, they have asked our team to focus on making the transition to electric transportation equitable and inclusive. Our report details the current state of electric transportation nationally and locally, analyzes equitable EV/ET programs and utility plans across the country, and reviews the City of Tempe’s electric transportation related efforts. For this, we conducted listening sessions with a national expert, the City of Tempe, Tempe Community Action Agency, and CHISPA, creating a Community Listening Pilot Project based on the preliminary listening sessions. Through our research, listening, and discussions we compiled tiered recommendations for the TE Activator that suggest systemic policy changes based on community priorities. Accompanying the report is an Equity Roadmap, Community Listening Script, and one-page Debrief.

ContributorsBartholomew, Anna (Author) / Fielding, Raven (Author) / Logan, Grace (Author) / Shufeldt, Kaleigh (Author) / Stivers, John (Author)

Created2022-04

White teachers' reflections on whiteness: documenting the journey

Description

Teacher learning is a complex and important idea, given the proposed centralized role these individuals have in eradicating the inequitable school outcomes for students of color. It is necessary that researchers document the complex trajectory of learning that occurs as teachers engage in critical reflection on their practice. In the current study, white, female teachers examined the ways their own beliefs, assumptions, and values impacted classroom interactions with students of color, as well as the ways power, privilege, and whiteness manifested in the classroom. Utilizing Cultural Historical Activity Theory (CHAT) as a framework for understanding teacher learning as product and process, as well as whiteness and feminist theories as interrogative tools, the complex and iterative learning trajectories of two elementary school teachers are described in detail. The participating teachers engaged in critical reflection in the context of collaborative interviews, in which they reflected upon excerpts from classroom videos using the lenses of whiteness, power, and privilege in order to consider their own and others' teaching related to deeply held beliefs, assumptions, and values.

ContributorsMruczek, Cynthia (Author) / Swadener, Beth B. (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Scott, Kimberly A. (Committee member) / Arizona State University (Publisher)

Created2014