Matching Items (3)
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- All Subjects: Culturally relevant pedagogy
- All Subjects: Research--Methodology--Social aspects.
- Creators: Sumida Huaman, Elizabeth
Description
These are unprecedented times. Like never before, humans, having separated themselves from the web of life through the skillful use of their opposable thumbs, have invented the means of extinction and have systematized it for the benefit of the few at the expense of all else. Yet humans are also designing fixes and alternatives that will soon overcome the straight line trajectory to ugliness and loss that the current order would lead the rest of humanity through. The works in this dissertation are connected by two themes: (1) those humans who happen to be closely connected to the lands, waters and wildlife, through millennia of adaptation and inventive association, have a great deal to share with the rest, who, through history have become distanced from the lands and waters and wildlife they came from; and (2) as the inheritors of all the insults that the current disrespectful and wasteful system is heaping upon all true sensibilities, young people, who are Indigenous, and who are the critical generation for biocultural survival, have an immense role to play - for their cultures, and for all of the rest. The survivance of autochthonous culture through intergenerational conduct of cultural practice and spirituality is profoundly affected by fundamental physical factors of resilience related to food, water, and energy security, and the intergenerational participation of youth. So this work is not so much an indictment of the system as it is an attempt to reveal at least two ways that the work of these young Indigenous people can be expedited: through the transformation of their education so that more of their time as youths is spent focusing on the wonderful attributes of their cultural associations with the lands, waters, and wildlife; and through the creation of a self-sustaining youth owned and operated enterprise that provides needed services to communities so they can adapt to and mitigate the increasingly variable, unpredictable, and dangerous effects and impacts of global heating and climate disruption.
ContributorsEricson, Mark (Author) / Brayboy, Bryan (Thesis advisor) / Sumida Huaman, Elizabeth (Thesis advisor) / Swadener, Elizabeth (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2015
Description
The overarching purpose of my dissertation is to offer one Pueblo perspective about research and health education to contribute to critical dialogue among Pueblo people so that relevant research and health education approaches grounded in Pueblo thinking can emerge. Research was a pebble in my shoe that caused me great discomfort as I walked within academia during the many years I worked as a health educator at a university, and continues to bother me. The purpose of my journal article is to discuss why much mainstream research is problematic from a Pueblo Indian standpoint and to explore considerations for research with Pueblo people. The purpose of my book chapter is to reflect on my experiences as a Pueblo Indian health educator to add to the discussion about the importance of grounding Pueblo health education in local Pueblo knowledge systems and to discuss the limitations of delivering health education primarily grounded in a western biomedical disease model. Finally, my policy brief is an urgent call to action for tribal leaders regarding a recent change to the New Mexico Department of Health's race and ethnicity presentation in health data standard. This change resulted in 39,636 American Indians and Alaska Natives in New Mexico being reclassified as Hispanic. It is my intention to connect my ideas about research and health education with the work of other Pueblo scholars to add to the growing body of Pueblo informed writing to contribute to current and future scholarship that will ultimately benefit Pueblo people.
ContributorsSuina, Michele (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Brayboy, Bryan (Thesis advisor) / Gomez, Alan (Committee member) / Arizona State University (Publisher)
Created2015
Description
In 2005 the Navajo Nation Tribal Council passed the Navajo Sovereignty in Education Act (NSEA). The NSEA has been herald as a decisive new direction in Diné education with implications for Diné language and cultural revitalization. However, research has assumed the NSEA will lead to decolonizing efforts such as language revitalization and has yet to critically analyze how the NSEA is decolonizing or maintains settler colonial educational structures. In order to critically investigate the NSEA this thesis develops a framework of educational elimination through a literature review on the history of United States settler colonial elimination of Indigeneity through schooling and a framework of decolonizing education through a review of literature on promising practices in Indigenous education and culturally responsive schooling. The NSEA is analyzed through the decolonizing education framework and educational elimination framework. I argue the NSEA provides potential leverage for both decolonizing educational practices and the continuation of educational elimination.
ContributorsPreston, Waquin (Author) / Vicenti Carpio, Myla (Thesis advisor) / Sumida Huaman, Elizabeth (Committee member) / Tippeconnic III, John (Committee member) / Arizona State University (Publisher)
Created2015