Browsing by Author "Ginsberg, Ricki, committee member"
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Item Open Access Crossroad of change(Colorado State University. Libraries, 2024) Melendrez Valenzuela, Bianca, author; McConigley, Nina, advisor; Ginsberg, Ricki, committee member; Aragon, Antonette, committee memberCrossroads of Change is a collection of eight short stories. The collection is comprised of characters who are of Latinx/e ancestry and who are, for the most part bilingual in English and Spanish. My goal for this collection was to create something that spoke to me as a reader who grew up in America wishing to see more stories that had characters that lived in similar spaces as I did as a child. Each story represents its own unique setting that represents different aspects of the character's lives, some characters are traveling through the United States and Mexico, others live in the US and others live in Mexico by the US border. This collection represents a culmination of my creative writing effort across the three years I've spent in this program—most of that effort spent in this last year was fine-tuning the language used by these characters, and the different ways I could present these Latinx/e characters while staying true to the medium in which I am writing in. I wanted to see what the limits of translanguaging was when it came to creative writing and the different ways, I could incorporate the language barrier that some of my characters exist in and portraying that to my audience without taking my character's identities as Spanish speakers away. My influence for this was from reading excerpts from author Gloria E. Anzaldúa's Borderlands/La Frontera. She was a huge inspiration in deciding to write about my culture while also adding in my native Spanish language. Amongst the language aspect of my writing, I also played around with the narrating POVs. This collection hosts stories that range from first person narrator to second and third person narrators, in my attempts of telling a variety of stories with different perspectives, as I wanted these Latinx/e characters to be viewed in varies angles and perspectives that counters the one-sided narratives often portrayed in contemporary writing.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 "I love discussing my work": a case study examining the use of discourse by eighth-grade students in writing workshop(Colorado State University. Libraries, 2021) Phelan, Jane, author; O'Donnell-Allen, Cindy, advisor; Ginsberg, Ricki, committee member; Aragón, Antonette, committee memberThis case study explored the effect of discourse and oral rehearsal of writing on the progress of eighth-grade writers in the workshop model of writing instruction. Through my position of teacher-researcher, I observed three randomly chosen students to determine how learning academic discourse and orally rehearsing writing affected their progress as writers. Results suggested that writing was improved by learning academic discourse and orally practicing writing before putting pen to paper.