Matching Items (7)
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, 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.
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
Description
The purpose of this study is to understand the supposed white working class that voted for Donald Trump during the 2016 Presidential Election and some of their perceptions on identity and current racial relations by examining concepts such as whiteness and identity politics. Semi-structured interviews with three individuals that identified as racially white and voted for Donald Trump were conducted, as well as pre-interview surveys. Through these one-on-one interviews, three themes have been found that underscore the complexity of identity and racial relations for the so-called white working class. These themes exist as 1) An unwillingness to define oneself as part of the white working class, 2) White privilege is not something generally thought about, but when pointed out, they generally feel accused, and 3) A belief that racial relations will only improve when we stop pointing out differences and focus on being American. Such themes, while often in contrast to academic thought, highlight the importance of pursuing an understanding with this population in the hopes of forging improved racial relations on a societal level.
ContributorsSilva, Makaila Jade (Author) / Noah, Aggie (Thesis director) / Lee, Charles (Committee member) / School of Social Transformation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Since the early 1980s spoken word has been on the rise as a highly influential performance art form. Concurrently, there has been an increase in literature on spoken word, which tends to focus on the critical performative and transformative potential of spoken word. These on-going discussions surrounding youth spoken word often fail to take into account the dynamic, relational, and transitional nature of power that constructs space and subjectivity in spoken word. This ethnographic study of one youth spoken word organization – Poetic Shift – in a southwestern urban area makes a conscious attempt to provide a nuanced, contradictory and partial analysis of space, place, and power in relation to youth spoken word and aspires to generate an understanding of how spaces designated for spoken word are dialectically (re)produced and maintain or subvert dominant relations of power through a constant stream of negotiations. This study aims to more explicitly examine the relationship between place and spoken word in effort to understand how one’s positionality impacts, and is impacted by, their involvement in youth spoken word.
Over the course of a 6-month period participant observation was conducted at two high school spoken word workshops and four interviews were completed with both teaching artists and young adult spoken word poets. Using spatial and critical pedagogy frameworks, this study found that Poetic Shift serves as a platform for youth to engage in the performative process of narratively constructing and reconfiguring their identities. Poetic Shift’s ideological position that attributes value and validation to the voices and lived experiences of each youth is an explicit rejection of the dominant paradigm of knowing that relegates some voices to a culture of silence. The point at which the present study deviated from most other literature on spoken word is where it offers a critique of Poetic Shift as a site of critical literacy and of the unreflexive rhetoric of student empowerment. The problematic presuppositions within the call for youth voice and in the linear, overly simplistic curriculum of Poetic Shift tend to reinforce the dominant relations of power.
Over the course of a 6-month period participant observation was conducted at two high school spoken word workshops and four interviews were completed with both teaching artists and young adult spoken word poets. Using spatial and critical pedagogy frameworks, this study found that Poetic Shift serves as a platform for youth to engage in the performative process of narratively constructing and reconfiguring their identities. Poetic Shift’s ideological position that attributes value and validation to the voices and lived experiences of each youth is an explicit rejection of the dominant paradigm of knowing that relegates some voices to a culture of silence. The point at which the present study deviated from most other literature on spoken word is where it offers a critique of Poetic Shift as a site of critical literacy and of the unreflexive rhetoric of student empowerment. The problematic presuppositions within the call for youth voice and in the linear, overly simplistic curriculum of Poetic Shift tend to reinforce the dominant relations of power.
ContributorsKesselring, Jenna (Author) / Nakagawa, Kathryn (Thesis advisor) / Cheng, Wendy (Thesis advisor) / Lee, Charles (Committee member) / Arizona State University (Publisher)
Created2016
Description
Activist burnout theory has produced minimal but meaningful literature and research that explores the dynamics of burnout culture, movement in-fighting, marginalized identities, and dimensions of burnout symptoms. Black feminist visionaries and writers such as Audre Lorde and bell hooks have developed theories of love, self-care and community as central to resistance that have informed my research approach. Thus, my study aims to investigate activist burnout from a perspective that marries popular activist burnout theory with these frameworks of self-care and community. I conducted a survey of Arizona State University student organizers and activists (N=34) to address the following research questions: What are the causes and symptoms of burnout for Arizona State University activists and organizers? How have self-care and community played a role in their work and countered burnout? Can working conceptions of self-care and community serve as resistance in ways that feel meaningful to activists? The survey was broken into three dimensions: “Demographics and Experience,” “Burnout,” and “Self-Care and Community.” The results reinforced prior findings on established toxic cultures and burnout symptoms but introduced complications to working theories, such as the connections between cycles of burnout and the cyclical nature of electoral politics along with the roles of chronic and mental illness. Respondents largely demonstrated conceptions of self-care and community as resistance but also demonstrated personal and professional barriers to putting these conceptions into practice.
ContributorsKittridge, Rebecca (Author) / Lee, Charles (Thesis director) / Boyles, David (Committee member) / Krysik, Judy (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor) / School of Social Transformation (Contributor)
Created2023-05
Description
The pace of segregation of races continues to increase as the gap between wealthy people, and the rest of the human race, increases. Technological advances in human communication ironically decrease human communication as people choose news and social media sites that feed their ideological frames. Bridging the sociopolitical gap is increasingly difficult. Further, privileged hegemonic forces exert pressure to maintain the status quo at the expense of greater humanity. Despite this grave account, some members of the privileged hegemony have moved away from their previous adherence to it and emerged as activists for marginalized populations.
Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory and Critical White Studies, this study asks the question: what factors lead to an ideological shift?
Fifteen participants agreed to an in-depth, semi-structured qualitative interview. There were four main themes that emerged. Most participants experienced significant childhood challenges as well as segregated environments. Additionally, they possessed personality traits of curiosity and critical thinking which left them at odds with their family members; and finally, each experienced exposure to new environments and new people. Most notably, in an attempt to satisfy their curiosity and to remedy the disconnect between the imposed family values and their own internal inclinations, most actively sought out disorienting dilemmas that would facilitate an ideological shift. This journey typically included copious reading, critically analyzing information and, mostly importantly, immersion in new environments.
The goal of this study was to understand which factors precipitate an ideological shift in the hope of using the data to create effective interventions that bridge ideological gaps. It was revealed that some of the initiative for this shift is innate, and therefore unreachable. However, exposure to disorienting dilemmas successfully caused an ideological shift. Critically, this research revealed that it is important to identify those individuals who possess this innate characteristic of curiosity and dissatisfaction with the status quo and create opportunities for them to be exposed to new people, information and environments. This will likely lead to a shift from White hegemonic adherent to an emerging advocate for social justice.
Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory and Critical White Studies, this study asks the question: what factors lead to an ideological shift?
Fifteen participants agreed to an in-depth, semi-structured qualitative interview. There were four main themes that emerged. Most participants experienced significant childhood challenges as well as segregated environments. Additionally, they possessed personality traits of curiosity and critical thinking which left them at odds with their family members; and finally, each experienced exposure to new environments and new people. Most notably, in an attempt to satisfy their curiosity and to remedy the disconnect between the imposed family values and their own internal inclinations, most actively sought out disorienting dilemmas that would facilitate an ideological shift. This journey typically included copious reading, critically analyzing information and, mostly importantly, immersion in new environments.
The goal of this study was to understand which factors precipitate an ideological shift in the hope of using the data to create effective interventions that bridge ideological gaps. It was revealed that some of the initiative for this shift is innate, and therefore unreachable. However, exposure to disorienting dilemmas successfully caused an ideological shift. Critically, this research revealed that it is important to identify those individuals who possess this innate characteristic of curiosity and dissatisfaction with the status quo and create opportunities for them to be exposed to new people, information and environments. This will likely lead to a shift from White hegemonic adherent to an emerging advocate for social justice.
ContributorsKolomyjec, Wanda (Author) / Sandlin, Jennifer (Thesis advisor) / Lee, Charles (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Rohd, Michael (Committee member) / Arizona State University (Publisher)
Created2020
Description
Since 1998 and as recently as November 2018, 165 Tibetans have burned themselves alive in public protest, both inside Tibet and in exile. This study foregrounds Tibetan refugees’ interpretations of the self-immolation protests and examines how the exile community has socially, politically, and emotionally interrogated and assimilated this resistance movement. Based upon eleven months of ethnographic field research and 150 hours of formal interviews with different groups of Tibetan refugees in northern India, including: freedom activists, former political prisoners, members of the exile parliament, teachers of Tibetan Buddhism, families of self-immolators, and survivors of self-immolation, this project asks: What does activism look like in a time of martyrdom? What are the practices of solidarity with the dead? How does a refugee community that has been in exile for over three generations make sense of a wave of death occurring in a homeland most cannot access? Does the tactic of self-immolation challenge Tibetan held conceptions of resistance and the conceived relationship between politics, religion and nation? These questions are examined with attention to the sociopolitical expectations and vulnerabilities that the refugee community face. This study thus analyzes what it means to mourn those one never knew, and examines the fractious connections between resistance, solidarity, trauma, representation, political exigency, and community cohesion. By examining the uncomfortable affect around self-immolation, its memorialization and representation, the author argues that self-immolation is a relational act that creates and ushers forth witnesses. As such, one must analyze the obligations of witnessing, the barriers to witnessing, and the expectations of solidarity. This project offers the theory of exigent solidarity, whereby solidarity is understood as a contested space, borne of expectation, pressure, and responsibility, with its expression complex and its execution seemingly impossible. It calls for attention to the affective labor of solidarity in a time of ongoing martyrdom, and demonstrates that in the need to maintain solidarity and social cohesion, a sense of mutual-becoming occurs whereby the community is reconciled uneasily into a shared fate.
ContributorsVehaba, Alana Sara (Author) / Talebi, Shahla (Thesis advisor) / Lauderdale, Pat (Committee member) / Lee, Charles (Committee member) / Carrico, Kevin (Committee member) / Arizona State University (Publisher)
Created2019
Description
In theory, all that are involved in same-sex practices in Islam based on thecommon and mainstream interpretation of the story of the people of Lut are treated the same. In reality, however, and in the Arab world today, the penetrated and penetrator are not equally abnormal and deviant. Although Western activism involved in gay rights in the Middle East and local communities in several countries who call themselves Mujtamaa Al Meem, the community of the letter Meem, which is a localization of the term LGBTQA+ community, are advocating for gay rights for all Middle Eastern/Arab/Muslim “gay men” whatever role they play in those practices. The local culture of those societies does not do the same, nor do they believe in their normality. By looking at different interpretations of religious scripture, role of Westernization in local “gayness” and “homosexuality”, and how a penetrator/society-forced womanhood status, this thesis will discuss their effect on how a Muslim man, who takes on a penetrated role in same-sex activities navigate faith and sexual practices, and how religiosity, my existence as a Muslim, and my gender identity and/or expression are not measured by how sinless/sinful I am or by which sin I commit.
ContributorsAlhaoli, Yousef (Author) / Swadener, Elizabeth (Thesis advisor) / Haines, Chad (Committee member) / Lee, Charles (Committee member) / Arizona State University (Publisher)
Created2021