Matching Items (7)
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
Description
In this dissertation I present data gathered from an eleven-month qualitative research study with adolescents living and working on the streets of Lima, Peru. Through the pairing of photovoice with participant observations, this work incorporates distinctive methodological and theoretical viewpoints in order to complicate prevailing understandings of street life. In this dissertation, I examine the identities that children and adolescents on the street develop in context, and the ways in which photography can be a useful tool in understanding identity development among this population. Through a framework integrating theories of identity and identity performance with spatial theories, I outline how identity development among children and adolescents living on the street is directly connected to their relationships with the urban landscape and the outreach organizations that serve them. The organizations and institutions that surround children on the street shape who they are, how they are perceived by society, and how they view and understand themselves in context. It is through the interaction with aid organizations and the urban landscape that a street identity is learned and developed. Furthermore, as organizations, children and adolescents come together within the context of the city, a unique street space is created. I argue that identity and agency are directly tied to this space. I also present the street as a thirdspace of possibility, where children and adolescents are able to act out various aspects of the self that they would be unable to pursue otherwise. Weaved throughout this dissertation are non-traditional writing forms including narrative and critical personal narrative addressing my own experiences conducting this research, my impact on the research context, and how I understand the data gathered.
ContributorsJoanou, Jamie Patrice (Author) / Swadener, Beth B. (Thesis advisor) / Margolis, Eric (Committee member) / Arzubiaga, Angela (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2011
Description
In the wake of the post-2000s internet and technology boom, with the nearly simultaneous introduction of smartphones, tablet, IPads, and online video streaming, another moral panic around pornography has reared its head. While much has been written about pornography from the perspective of media analysis and, more recently, ethnographic work of the industry and with performers themselves, very little work has been done with consumers. What has been undertaken, by psychologists and antiporn academics in particular, suffers an unfortunate lack of diversity in terms of how consumers are defined. That is, psychologists and antiporn academics alike appear to think only white hetero men consume porn. This research realizes its significance through the idea that porn looks and feels differently, and expresses different meanings through the historical and intersecting relations to power of a consumer, even in the young heterosexual men that antiporn feminists are so keen on using as a strawman for all porn consumption. With the help of an intersectional affects framework, I am able to articulate the manner in which pornography puts bodies in motion before the mind undertakes a hermeneutical exercise fundamentally framed by the consumer’s knowledge and subjectivity, which muddles how antiporn’s speech act approaches presume a direct propositional transmission from a pornographic object to the consumer. Moreover, a digital object of any kind becomes pornography when it is used as such (Magnus Ullén, 2013); there is no necessary or logical consequence that outside of such a context the object remains inherently or intentionally an object of pornography (Mary Mikkola, 2017). With the help of my participants, I expose the manner in which subjective and intersubjective flows of affects expose entanglements of hope, possibility, and cruelty for porn consumers qua affective subjects. This is particularly the case for those non-majoritarian subjects whose promise of sexual citizenship and/or legibility, within neoliberalism’s single-issue progress narrative and linear temporality, rests on both the transposition of illegibility and non-citizenship elsewhere, as well as the subject’s willingness to fix, label, and thereby commodify their desires as affective labor.
ContributorsMoreno, Joseph (Author) / Bailey, Marlon M. (Thesis advisor) / Duarte, Marisa E. (Committee member) / Katsulis, Yasmina L. (Committee member) / Arizona State University (Publisher)
Created2018
Description
The requirements for a gender dysphoria diagnosis, and therefore access to medical interventions such as surgeries or hormones, reinforce a male/female binary and do not allow room for variability in how a transgender person identifies. Transgender individuals who wish to access medical interventions must reflect these regulatory requirements in order to receive a diagnosis of gender dysphoria. So what is the experience of transgender individuals who do not reflect this narrative? How do they develop identity, form community, and make decisions regarding their transition? Using feminist methodology and grounded theory methods, I conducted a research study with ten transgender-identified individuals from Phoenix, Arizona in order to address these questions. In interviews with these participants, I found that perceptions of others, normativity, and horizontal transphobia all affected how participants identity and decision-making. Further, I also found that these themes contributed to creating transgender authenticity, or the false sense that there is only one way to be truly transgender.
ContributorsHudson, Wallace J (Author) / Leong, Karen J. (Thesis advisor) / Bailey, Marlon M. (Committee member) / Vega, Sujey (Committee member) / Arizona State University (Publisher)
Created2017
Description
This dissertation discusses the findings of an ethnographic exploratory study of Turkana nomadic pastoralist children's sociocultural practices of their everyday lifestyles and science curriculum and instruction in Kenyan early childhood curriculum. The study uses the findings from Turkana elders to challenge the dominant society in Kenya that draws from Western education ideology to unfairly criticize Turkana traditional nomadic cultural practices as resistant to modern education. Yet Turkana people have to rely on the cultural knowledge of their environment for survival. In addition, the community lives in abject poverty caused by the harsh desert environment which has contributed to parents' struggle to support their children's education. Cultural knowledge of Turkana people has received support in research demonstrating the role cultural lifestyles such as nomadic pastoralism play as important survival strategy that enable people to adapt to the harsh desert environment to ensure the survival of their livestock critical for their food security. The study documented ways in which the Kenya national education curriculum, reflecting Western assumptions about education, often alienates and marginalises nomadic children, in its failure to capture their cultural Indigenous knowledge epistemologies. The research investigated the relationships between Turkana children's sociocultural practices of pastoralist lifestyles and the national science curriculum taught in local preschools and first grade science classrooms in Kenya and the extent to which Turkana children's everyday life cultural practices inform science instruction in early childhood grades. Multiple ethnographic methods such as participant and naturalistic observation, focus group interviews, analysis of documents, archival materials, and cultural artifacts were used to explore classrooms instruction and Indigenous sociocultural practices of the Turkana nomads. The findings from the elders' narratives indicated that there was a general congruence in thematic content of science between Turkana Indigenous knowledge and the national science curriculum. However, Turkana children traditionally learned independently by observation and hands-on with continuous scaffolding from parents and peers. The study recommends a science curriculum that is compatible with the Indigenous knowledge epistemologies and instructional strategies that are sensitive to the worldview of nomadic children.
ContributorsNg'asike, John Teria (Author) / Swadener, Beth B. (Committee member) / Luft, Julie (Committee member) / Tobin, Joseph (Committee member) / Brayboy, Bryan (Committee member) / Arizona State University (Publisher)
Created2010
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
Description
Despite his critical role in the development of American Surrealism, Abstract Expressionism, and Postwar Assemblage, gay Filipino-American artist Alfonso Ossorio remains at the margins of the historiography of these movements. Born in Manila, Philippines, the artist immigrated to the United States in 1930 where he lived and worked until his death in 1990 at his home city of East Hampton, New York. He is among the few Philippine-descended artists living in 20th-century America producing museum-collected works. Since America’s colonial occupation of the Philippines in the 19th-century, immigration has been increasing as a result of migrant labor, military recruitment, and economic exchange. However, the Philippine diaspora’s artistic contributions and visual identity before 1980 are largely under-researched in the United States. Queer artists of color, especially Filipinx-Americans, rarely feature in the dominant narratives of American modernity. Ossorio deeply inflected the trajectory of the American avant-garde yet his marginal place in the history demonstrates how art communities excluded queer and Philippine-American identities in the 20th-century during the development of two major American modernist movements. The scholarship has increased since Ossorio’s death in 1990 as a result of museum and gallery exhibitions. Previous writers focus on biographical description or contextualize Ossorio’s work within a broad movement category without considering Ossorio’s Filipino-American and gay identities in advanced detail from queer and critical race frameworks. These studies lack specific theoretical analysis around race, sexuality, and colonialism on Ossorio’s identity and his artistic communities. Through the analysis of his paintings and archival documents, this thesis argues that Ossorio’s negotiation of these intersecting minority categories is central to understanding his artistic production and his relationship to the American avant-garde. This research applies the current literature on queer theory, critical race theory, and postcolonial theory on Filipinx-American identity to Ossorio’s life and artwork. I center the work of Philippine psychologist Virgilio G. Enriquez with additions from Filipinx-American scholars Martin F. Manalansan IV, Vicente Rafael, Denise Cruz and American scholars art historian Richard Meyer and queer theorist Judith Butler when examining the artworks Untitled 1944 (1944) and Astonished Mother (1950) in the context of Surrealism and Abstract Expressionism respectively.
ContributorsMiranda, Matthew Villar (Author) / Afanador-Pujol, Angélica J. (Thesis advisor) / Mesch, Claudia (Committee member) / Bailey, Marlon M. (Committee member) / Guevarra Jr., Rudy P. (Committee member) / Arizona State University (Publisher)
Created2021