Browsing by Author "Archibeque-Engle, Shannon, committee member"
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Item Open Access A decolonial analysis of peace education in India and Pakistan(Colorado State University. Libraries, 2023) Jalal, Runeela, author; Jennings, Louise, advisor; Timpson, William, committee member; Archibeque-Engle, Shannon, committee member; Ehlers-Zavala, Fabiola, committee memberThis dissertation investigates the current state of peace pedagogy in formal and informal educational platforms in India and Pakistan. The overarching goal is to amass pedagogical strategies for peace teaching by understanding the aspirations of peace as understood by the local wisdom in the spirit of decolonial educational approaches. The socio-political postcolonial conflict scene is understood through the theories of Structural Violence (Galtung, 1969) and Cascades of Violence (Braithwaite and D'Costa. 2018). It was important as India and Pakistan were colonized for a century and the postcolonial conflict climate has its distinctive nature. There is considerable research done to explain the postcolonial repercussions on a society entailing violence, conflicts, and nationalism and how such negative impacts trickle down into the education system in India and Pakistan. Additionally, The Theory of Positive Psychology (Seligman, 1998) defines the parameters of decolonized peace pedagogy for analyzing educational documents and the work of self-motivated peace practitioners working with non-governmental organizations (NGOs). After this foundational understanding is developed for this research study in Chapter 1, Chapters 2-4 explore the possible implementation of peace pedagogy in education in India and Pakistan through three interrelated articles. The first article is a systematic review of the peace pedagogy literature in postcolonial lands around the world. These regions mainly are located in the Global South which includes Africa, the Middle East, and Asia. The second article takes a closer look at the place of peace pedagogy in existing formal/informal educational platforms through document analysis of policy papers, college programs, and a few non-governmental organizations (NGOs) in Pakistan and India. The third article focuses on the efforts of NGOs at the grassroots level through phenomenological interviews with peace practitioners in Pakistan and India; this study focuses on how these practitioners engage with local communities to make meaning of peace at the local level and devise a suitable peace pedagogy to continue their mission of peace education. Chapter 5 addresses implications of this research study by contributing to the decolonial ways of building knowledge for implementing peace pedagogy in postcolonial lands specifically India and Pakistan. In doing so, Chapter 5 summarizes comparative knowledge through a literature review of peace pedagogy in postcolonial lands around the world and India and Pakistan. This helped identifying gaps which prevent linear implementation of peace pedagogy from early education up to graduate level in India and Pakistan, thus, compromising the objectives of establishing peace. Recommendations for the education system mainly through the lessons learned by the self-motivated peace educators and activists are put forward for considerations.Item Open Access A mixed methods approach to understanding engagement and inclusion of minoritized groups in the society of American foresters(Colorado State University. Libraries, 2022) Dahl, Jamie, author; Gloeckner, Gene, advisor; Birmingham, Daniel, committee member; Fernández-Giménez, Maria, committee member; Archibeque-Engle, Shannon, committee memberPeople of color, women, and other groups are minoritized in forestry and natural resource professions (Kern et al., 2015; Kuhns et al., 2004; Otero & Brown, 1996; Sharik et al., 2015). Numerous sources share the concern that natural resources fields must begin to reflect the larger demographic makeup of the U.S., or minoritized groups will continue to miss opportunities to influence and lead natural resources decisions (Finney, 2014; Westphal et al., 2022). We need to understand better how current professionals feel engaged and included if we are to bring more people together to understand, enjoy, use, and tend to our forests and natural places. We also need to appreciate how different people connect to the environment and environmental professions. This transformative mixed methods study blends qualitative and quantitative methods to enhance understanding of engagement and inclusion (E&I) of minoritized groups and other members of the Society of American Foresters (SAF). The study took an innovative approach, utilizing environmental justice as a research frame (Schlosberg, 2004; 2007; Schlosberg & Coles, 2016). The survey was sent to all SAF members in 2021 and utilized established engagement and inclusion measures, including perceptions of culture, respect, organizational commitment, sense of belonging, and stereotype threat vulnerability. Additionally, the study asked questions about the pathway of participants to forestry and natural resources as a focus of study and career. Statistically significant differences were found when comparing groups on these E&I measures. Women had significant differences compared to men, with women having lower perceptions of culture, varied perceptions of respect, lower sense of belonging, lower organizational commitment, and greater perceptions of stereotype threat. Members of color had some significant differences compared to White members, with lower perceptions of SAF culture at the national level; and greater perceptions of stereotype threat and specific career barriers. LGBQ+ members had significant differences compared to non-LGBQ+, including lower culture perception and lower sense of belonging. Age group comparisons also showed significant differences and contributed to predictive associations. Additional statistically significant interactions and predictive associations were also found. Respondents shared their pathways to forestry and NR as a focus of study and career, including information about exposure to nature-based activities as a youth and perceptions of career barriers. Several open-ended questions provided rich qualitative data. These data were analyzed using content analysis and an environmental justice frame. Patterns arose that help explain and enhance our statistical findings and further contribute to established literature. Responding SAF members mentioned fundamental environmental justice (EJ) principles including recognition of philosophies, promotion of capabilities, and participation and inclusion. Some members also commented on the ripple effect that SAF E&I problems could have on various human stakeholders, the natural resource itself, and our world (Schlosberg, 2004; 2007; Schlosberg & Coles, 2016; Schlosberg, 2013). Participants expressed concern for impacts on their fellow SAF members and concern for SAF's sustainability as an organization if diversity, equity, and inclusion (DEI) issues were not addressed better. This research helps convey the urgency and need to keep environmental justice and DEI at the forefront of SAF's evolving strategy and vision. SAF members in this study ask the organization to be a leader in DEI.Item Open Access Complicating understandings of dis/ability apparentness: developing a scale of dis/abled apparentness in educational settings(Colorado State University. Libraries, 2023) Wilke, Autumn K., author; Dockendorff, Kari, advisor; Poon, OiYan, committee member; Daum, Courtenay, committee member; Archibeque-Engle, Shannon, committee memberThis research study presents the Scale of Dis/ability Apparentness in Education Settings (SDAES) to explore the complex and dynamic nature of dis/abled apparentness among college students. The study combines qualitative and quantitative data to examine five key domains: Environment, Ableism, Identity, Taking Action, and Embodied Dis/ability, shedding light on the intricate interplay between these domains and the influence of demographics and dis/ability contexts. The findings challenge the binary concept of visible and invisible dis/ability, emphasizing the nuanced and ever-changing nature of apparentness. Key implications for practitioners include addressing experiences of ableism, prioritizing dis/ability identity, and recognizing the importance of self-reported visibility. Researchers are urged to diversify samples, disaggregate data, and further investigate the role of socio-economic status and other identities in dis/abled apparentness. Overall, the SDAES offers a comprehensive framework to understand the multifaceted experiences of dis/abled college students in educational settings and highlights the active agency of dis/abled individuals in shaping their apparentness.Item Open Access Considering risk, responsibility, and reward: the experiences of women of color in science speaking truth to power(Colorado State University. Libraries, 2023) Moreira, Stephanie "Mo", author; Basile, Vincent, advisor; Archibeque-Engle, Shannon, committee member; Diaz, Hermen, committee member; Hickey, Matthew, committee memberThe purpose of this study was to understand the risks, responsibility, and rewards women of color in the sciences navigate and negotiate when choosing to speak truth to power. The theoretical lenses that guided this work included Critical Race Theory, Critical Feminist Theory, Harding's strong objectivity, and Foucault's analysis of parrhesia (speaking truth to power). Employing the counternarrative, participants were provided an opportunity to reflect on their intentions, motivations, and behaviors when choosing to be outspoken about oppression in their personal and professional settings. The research questions for this study were: (1) What motivating factors guide women of color in the sciences to choose to speak truth to power? (2) How do women of color in the sciences envision the future of science culture? If speaking truth to power is a game, as Foucault suggests, the study identified five rules that served as a social contract for women of color in science. The emerging rules include: (1) stay true to oneself, (2) avoid ruining it for other women of color, (3) live to die another day, (4) if you must leave, go out on your own terms, and (5) share the map with others. Manipulating relationships and creating boundaries served as strategies that women of color in science uniquely operationalize to achieve their goals.Item Open Access Equitable access to cooperative extension services for Indigenous communities(Colorado State University. Libraries, 2021) Hartmann, Katherine Ann, author; Basile, Vincent, advisor; Archibeque-Engle, Shannon, committee member; Birmingham, Daniel, committee member; Ginsberg, Ricki, committee memberCooperative Extension, the United States Department of Agriculture's educational outreach program, is found in nearly 100% of US counties, but can only be found in a tiny percentage, less than 10%, of Indigenous communities (Brewer, Hiller, Burke, & Teegerstrom, 2016; NCAI, 2010). Control over agricultural systems and alienation from traditional foodways was used during colonization to overpower and disenfranchise Indigenous communities (Dunbar- Ortiz, 2015; Harris, 2004; Knobloch, 1996) and the reverberations of this history are still present in Indigenous communities today. Given the mission of equity and access that Land Grant Institutions (LGIs) ascribe to (Sorber & Geiger, 2014) and the history of Indigenous land dispossession that created LGIs (Stein, 2017), Cooperative Extension has a responsibility to Indigenous communities to provide equitable access to the benefits of this system. Traditional Extension programs at 1862 LGIs can collaborate with the Indigenous communities in their state in order to equitably provide educational resources and agricultural support. Through a Critical Race Theory and decolonizing lens, I investigated to what extent Extension educators at 1862 LGIs in the Western Region of Extension are collaborating with Indigenous communities, what makes Extension educators that do form these collaborations successful, the common barriers to successful collaborations, and what systemic supports are missing for successful collaborations to exist. In order to do this, I used a transformative convergent mixed methods approach that included a survey to gain a quantitative overview of the collaborations in the region and qualitative interviews to more deeply understand specific examples of collaborations through educators' lived experiences. During the research process, I included participant voices and feedback during all stages. The major findings from this work are grouped into four sections. First, I provided an overview of the kinds of programs that Extension educators are facilitating in the region, including many programs that address traditional Extension topics as well as programs that lie further outside of Extension's traditional reach. Next, I explored the characteristics of successful education programs and successful educators. Successful programs centered the goals of the communities in their planning and implementation, they enjoyed collaborative support from an Insider to the community, and were culturally relevant. The participants also identified characteristics that make educators successful, including making a long-term commitment and getting involved with the community, building trusting relationships, developing an academic understanding of the historical, cultural, and educational context, being willing to learn, and developing allyship. The last section of the Findings explored the barriers that educators identified to successful collaborations, including a lack of funding, the logistics of doing research, issues associated with rural communities, their time being spread too thin, community distrust of the government and universities, and the racism that they and their communities face. From the findings of this study, my participants and I co-constructed recommendations and implications. Suggestions for what Extension could be doing to better serve Indigenous communities emerged, including how they might support people, education, and culture within their organization. These included encouraging engagement and collaboration, creating culturally relevant programs, allowing Extension educators freedoms in their work, giving value to this work in employee evaluations, and providing support, education, and mentoring to Extension educators. Lastly, I discuss next steps for Extension administration, educators, and future research including how they can create systemic change through supporting collaborations with Indigenous communities and the work that still needs to be done.Item Open Access Perceptions of the national dairy farmers assuring responsible management (FARM) animal care program(Colorado State University. Libraries, 2018) Rink, Kayla A., author; Román-Muñiz, Ivette N., advisor; Archibeque-Engle, Shannon, committee member; Turk, Phillp, committee member; Ahola, Jason K., committee member; Hadrich, Joleen C., committee memberThe National Dairy Farmers Assuring Responsible Management (FARM) Animal Care program provides guidelines for farms producing 98% of the U.S. milk supply. Producers who sell milk to co-ops or processors participating in FARM must follow animal care standards defined by the program's technical writing group. Objectives of this study were to assess producers' perceptions about knowledge, experience, value, and reasons for considering FARM important, and to determine if perceptions differ based on producer demographics. Quantitative and qualitative data were collected from a 30-question survey instrument. Quantitative questions aimed to address project objectives, and qualitative data were provided through one open-ended survey question that asked participants what they thought the main goal of the FARM program was. Additional feedback was offered by participants through providing text in comment boxes, writing on the back of the survey, or writing a separate letter and returning it with their survey. Quantitative data were analyzed using principal components analysis and qualitative were analyzed through thematic analysis. Themes for the qualitative data were constructed through a set of initial codes which were developed from patterns found in the data. The use of triangulation, debriefing, clarification of researcher positionality, and audit trails were used to enhance trustworthiness of the study. Dairy producers from collaborating dairy co-ops and processors were recruited via electronic and postal mail. A total of 487 respondents from 40 states completed the survey. Of the survey participants, n = 414 (85%) answered the open-ended question, and n = 190 (39%) provided additional qualitative feedback. Thematic analysis revealed five main themes: producers on the defense, distrust of program, return on investment, anger, and nostalgia. Of respondents, 50.0% identified dairy co-ops or processors as the main source of information about FARM, and 73.6% reported being knowledgeable about FARM. More formal education and larger herd size were correlated with greater producer knowledge (P < 0.01 and P = 0.04, respectively). More producer input in the revisions of FARM was identified as a need by 83.3% of respondents. While 89.3% of respondents reported positive experiences with evaluations and relationships with evaluators, 45.6% did not think that FARM has value overall. Females had a neutral impression of the value of the FARM program and males had a negative impression (P = 0.02). Greater respondent age was predictive of greater perceived value of FARM (P < 0.01). Age was significant in determining the reasons for considering FARM important (P < 0.01). Odds that respondents described FARM as important because it improved animal health and wellbeing over describing FARM as not important increased 7.2% (OR = 1.072; 95% OR CI: 1.024, 1.122) with each year of age. As age increased, respondents were more likely to describe FARM as important because it unified the dairy industry on animal welfare over describing FARM as not important (OR = 1.095; 95% OR CI: 1.029, 1.164). Results indicate to increase buy-in and positive perceptions of producers, future versions of FARM should solicit producer input and target specific producer demographics for training and program promotion. The FARM program should address communication deficits, program inequalities, and provide more opportunities for producer input by fostering collaboration with producers to co-produce program standards. Findings from this study can be utilized to inform communication strategies and increase producer buy-in in future versions of the FARM program.Item Open Access Wild horses in northwestern Colorado: cultural values of wild horses and attitudes towards wild horse management methods(Colorado State University. Libraries, 2021) Dosamantes, Elena Graciela, author; Fernandez-Gimenez, Maria, advisor; Archibeque-Engle, Shannon, committee member; Meiman, Paul, committee memberSince its creation, the Wild and Free Roaming Horse and Burro Act of 1971 has been a source of conflict and controversy on American rangelands. Studies in other regions and countries have found that divergent values about wild horses held by different groups influence similar conflicts. However, the role of values and their influence on attitudes towards wild horse management methods has not been studied in relation to conflicts over wild horse management in the western United States. We interviewed Bureau of Land Management (BLM) employees, BLM permittees, and wild horse advocates in northwestern Colorado to identify and describe values each group associates with wild horses and explore how these values are related to attitudes towards different wild horse management methods. With rising wild horse populations, paralleled by increasing conflict and media attention, this study contributes to understanding the role of values and attitudes in wild horse management controversies in the western United States.