For Native peoples, becoming Christian in north america has also meant becoming white. That is, the theological beliefs, cultural habits, and political movements that characterized american colonialism are inseparable. Among its many shortcomings throughout colonial history, Western Christianity has failed on a basic, epistemological level; it has failed to recognize itself as a particular theological tradition, instead positing itself as a universal. The insistence of the particular theological doctrines and scriptural interpretations of european settlers as Truth led to the demise of many Others—a violence to which the Indigenous peoples of this land attest. If, as I have suggested, particular theologies were part and parcel of the western colonial project, then it follows that attempts at disarming the imperial machine must not only involve decolonizing dominant politics and cultural habits, but also decolonizing dominant western theologies. This thesis takes up one of the dominant doctrines in Western Christianity, that of original sin. An analysis of this doctrine is pertinent because, in addition to articulating the dominant western Christian understanding of sin, death, and evil, in the world, it also reveals an undergirding anthropology and an implied soteriology, both of which provided justifications for the genocide on the Indigenous peoples of america. Following the decolonizing methodologies of Native americans Andrea Smith and Laura Donaldson, I will demonstrate that the doctrine is particular, both scripturally and culturally, and that the dominant reading of the supporting texts for the doctrine are neither universal nor necessary. Then I will interrogate the two primary texts, Genesis 3 and Romans 5 with alternative interpretations from Native theologians and the experiences of the doctrine by Native peoples. Finally, I will argue that if western theology is to truly release its monopoly on the Truth, even what it claims to be the True discourses and interpretations within Christianity, it must make itself vulnerable to deconstruction and interrogation by those it has oppressed; it must cultivate a posture of receptivity to the other and Native interpretive approaches, begin the hard work of unsettling settler theologies, and composing non-dominant readings of the bible.

This dissertation demonstrates that the voices of children and the experiences of childhood provide important new perspectives about the settler societies in British Columbia and Alberta during the period 1860 – 1925. It employs a combination of direct quotations from individual children and analysis across the cohort of one hundred historical children as a means to explore both individual personalities and shared child perspectives of childhood. Child-created diaries and correspondence were selected as the principal documentation in this study as a deliberate strategy to privilege children and to enable clear child-centred voices unmixed with those of adults. The intent is to reveal child-centred understandings about the physical and emotional aspects of growing up in Western Canada that are set within the contexts of specific communities, of family life, of sibling relationships, of friendships and separations. Some significant findings include the phenomenon of boarding school within the childhood experience and the realization that many settler children spent childhoods away from family, the difficulty boys shared in achieving masculinity, and the importance placed by girls and boys on charting and comparing their physical growth and attainment of child-centred milestones of achievement. / Graduate

No description available.

O processo de espessamento e clarificação dos efluentes das usinas de beneficiamento de carvão mineral com a adoção de sedimentadores é uma prática consagrada ao longo de todo o mundo uma vez que é necessário o reaproveitamento da água utilizada tanto por questões econômicas como ambientais. O primeiro sedimentador, tipo espessador, a entrar em operação industrial na região carbonífera de Santa Catarina foi instalado na Mina Barro Branco da Carbonífera Rio Deserto em 2007. O equipamento era dotado de lamelas de PVC e foi instalado como alternativa às bacias de decantação, que apresentam alto custo de construção e operação. Contudo, o equipamento se mostrou ineficaz devido a deposição de sólidos nas lamelas. Essa dificuldade levou a adoção de outros modelos de sedimentadores de fluxo vertical que não utilizam lamelas. Esse trabalho apresenta os dados disponíveis da operação do equipamento com as lamelas na Mina Barro Branco e resultados atuais da operação dos sedimentadores da Mina Esperança sem lamelas. Nesse segundo caso foi medida a vazão, concentração de sólidos e dos metais ferro, alumínio e manganês, nos fluxos de entrada e saída. No efluente clarificado mediu-se ainda o pH e a turbidez. Registraram-se dados de uma operação satisfatória, com impacto importante na redução dos custos no transporte e deposição dos rejeitos finos e no tratamento do overflow clarificado possibilitando o descarte de acordo com a Legislação Ambiental. / The process of thickening and clarifying the effluents of mineral coal processing plants with the use of settlers is a well-established practice throughout the world since it is necessary to reuse the water used for both economic and environmental reasons. The first settler, a thickener type, to enter into industrial operation in the Santa Catarina coal region was installed at the Barro Branco Mine of the Carbonifera Rio Deserto in 2007. The equipment was equipped with PVC lamellae and was installed as an alternative to the decantation basins, which have a high cost of construction and operation. However, the equipment proved to be ineffective due to deposition of solids in the lamellae. This difficulty led to the adoption of other models of vertical flow settlers that do not use lamellae. This work presents the available data of the operation of the equipment with lamellae in the Mina Barro Branco and current results of the operation of the settlers in the Mina Esperança without lamellae. In this second case the flow, concentration of solids and iron, aluminum and manganese metals in the inflow and outflow were measured. In the clarified effluent the pH and turbidity were also measured. Data were recorded for a satisfactory operation, with a significant impact on the reduction of costs in the transportation and deposition of the fine tailings and in the treatment of the clarified overflow, allowing the disposal according to the Environmental Legislation.

In this dissertation, I draw together an archive of twentieth and twenty-first century North American authors and artists who explore the settler colonial and racist ideologies of the Anthropocene, the proposed name for a contemporary moment in which anthropogenic forces have forever altered the Earth system. I hold that the “the Anthropocene” names a moment in which localized environmental injustices have become planetary. Addressing the representational challenges posed by the epoch requires engaging the underlying cultural assumptions that have long rationalized injustices as necessary to economic prosperity and narrowly conceived versions of national wellbeing. Works of literature and cultural representation can use literary and artistic form to this end. In this dissertation, I identify one such formal strategy, which I term insensible realism. As a form of realism committed to representing the real impacts of discursive and material practices, insensible realism refers to the rejection of rationality and Enlightenment ideals that have been used to justify the White supremacy, settler colonialism and environmental destruction that instantiates the Anthropocene. A realism of the insensible also refers to my archive’s concentration on what cannot be easily sensed: the epoch’s social and environmental interactions that are physically, temporally, geographically and/or socially imperceptible to dominant society. I argue that these works eschew accepted notions of rationality and empiricism in favor of using non-dominant cultural traditions and theories of environmental justice to address the problems the Anthropocene poses. Challenging the dominant logics that have been used to rationalize racist, settler colonial and environmental violence of the Anthropocene creates space for alternative environmental commitments and narratives. Throughout the dissertation, I draw on theories from women of color feminism, environmental justice scholars, settler colonial studies, theories of race, and new materialism. Through a critical environmental justice framework, I argue that the authors and artists that make up my archive develop a literary and artistic approach to environmental justice, using forms of representation to highlight—and challenge—the intersections of racism, settler colonialism and environmental destruction. / 2019-10-17

Esta dissertação buscou verificar através da percepção a identificação entre o assentado e o seu assentamento, diante da produção agroecológica. Constatou também que o processo de territorialização do assentado no assentamento se dá de forma agroecológica devido à legislação restritiva da APA do Banhado Grande. Assim, a pesquisa teve como objetivo analisar o Assentamento Filhos de Sepé enquanto parte de uma área de preservação ambiental, relacionando a forma de produção realizada e o sentimento dos assentados em relação à APA e ao Refúgio da Vida Silvestre. Desta forma, identificou-se as práticas agroecológicas do Assentamento Filhos de Sepé; a forma como se deu o processo de adaptação do assentado ao assentamento; o sentimento de pertencimento do assentado em relação ao assentamento, à APA do Banhado Grande e sua relação com o Refúgio de Vida Silvestre Banhado dos Pachecos. O caminho metodológico construído para esta análise foi a revisão bibliográfica; a produção de um questionário com perguntas; as pesquisas de campo, com gravação das entrevistas; e a análise das entrevistas. Através das entrevistas foi possível, identificar a relação dos assentados com o seu novo lugar de moradia: o assentamento. Portanto, esta pesquisa foi estruturada no sentido de levar à compreensão do processo histórico do local onde foi criado o assentamento, do processo de criação do assentamento, das formas de produção mais significativas realizadas pelos assentados e do processo de construção de uma nova identidade do assentado com o seu novo lugar. Dentre os resultados obtidos destaca-se que a identidade do assentado com o assentamento se estabeleceu a partir do aumento dos índices de produção e dos laços de confiança surgidos diante do processo de territorialização. / This dissertation searched to verify through the perception the identification between the settler and his settlement, in face of the agroecological production. It also testified that the territorial process of the settler in the settlement occurs on an agroecological form due to the restrictive legislation of APA in Banhado Grande. So, the research had as target to analyse the settlement Filhos de Sepé while part of an area of environmental protection, relating the way of a realized production and the settler’s feeling in relashionship, to APA and the Shelter of Wild Life. On this way the agroecological practices of the Settlement Filhos de Sepé were identified; the form how was the adaptation process of the settler to the settlement to APA of Banhado Grande and its relationship to the Shelter of Wild Life Banhado dos Pachecos. The methodological path built for this analysis was a literature review; a production of questions, the researches in field, with recording interviews; and the analysis of the interviews. Through the interviews it was possible to identify the relationship of the settlers with their new divelling place: the settlement. Therefore, this research was structured in the meaning of carrying to the comprehension of the historical process of the place where the settlement was created; of the process of creation of the settlement, of the production form more significant accomplished by settlers and of the building process of a new idendity of the settler and his new place. Among the obtained results it emphasizes that the settler’s idendity with the settlement was established departed from the increase of production tables of contents and the trust bowknots emerged in face of the territorialization.

This dissertation examines the discursive and material terrain of urban Indigenous education in a public school district and Title VII/Indian Education program. Based in tenets of Tribal Critical Race Theory and utilizing counterstorytelling techniques from Critical Race Theory informed by contemporary Indigenous philosophy and methodological theory, this research takes as its focus the often-unacknowledged ways settler colonial discourses continue to operate in public schools. Drawing on two years of fieldwork in a public school district, this dissertation documents and makes explicit racial and colonial dynamics that manifest in educational policy and practice through a series of counterstories. The counterstories survey a range of educational issues, including the implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, challenges to an administrator’s “no adornment” policies for graduation, Native families’ negotiations of erasures embedded in practice and policy, and a Title VII program’s efforts to claim physical and cultural space in the district, among other issues. As a collective, these stories highlight the ways that colonization and settler society discourses continue to shape Native students’ experiences in schools. Further, by documenting the nuanced intelligence, courage, artfulness, and what Gerald Vizenor has termed the “survivance” of Native students, families, and educators as they attempt to access education, the research provides a corrective to deficit framings of Indigenous students. Beyond building empathy and compassion for Native students and communities, the purpose is to identify both the content and nature of the competencies teachers, administrators, and policy makers might need in order to provide educational services that promote Indigenous students’ success and well-being in school and foster educational self-determination. This research challenges educators to critically interrogate taken-for-granted assumptions about Native identity, culture, and education and invites educators to examine their own contexts for knowledge, insights, and resources to better support Native students in urban public schools and intervene into discourses that constrain their educational experiences.

abstract: Low-income communities of color in the U.S. today are often vulnerable to displacement, forced relocation away from the places they call home. Displacement takes many forms, including immigration enforcement, mass incarceration, gentrification, and unwanted development. This dissertation juxtaposes two different examples of displacement, emphasizing similarities in lived experiences. Mixed methods including document-based research, map-making, visual ethnography, participant observation, and interviews were used to examine two case studies in Phoenix, Arizona: (1) workplace immigration raids, which overwhelmingly target Latino migrant workers; and (2) the Loop 202 freeway, which would disproportionately impact Akimel O'odham land. Drawing on critical geography, critical ethnic studies, feminist theory, carceral studies, and decolonial theory, this research considers: the social, economic, and political causes of displacement, its impact on the cultural and social meanings of space, the everyday practices that allow people to survive economically and emotionally, and the strategies used to organize against relocation. Although raids are often represented as momentary spectacles of danger and containment, from a worker's perspective, raids are long trajectories through multiple sites of domination. Raids' racial geographies reinforce urban segregation, while traumatization in carceral space reduces the power of Latino migrants in the workplace. Expressions of care among raided workers and others in jail and detention make carceral spaces more livable, and contribute to movement building and abolitionist sentiments outside detention. The Loop 202 would result in a loss of native land and sovereignty, including clean air and a mountain sacred to O'odham people. While the proposal originated with corporate desire for a transnational trade corridor, it has been sustained by local industry, the perceived inevitability of development, and colonial narratives about native people and land. O'odham artists, mothers, and elders counter the freeway's colonial logics through stories that emphasize balance, collective care over individual profit, and historical consciousness. Both raids and the freeway have been contested by local grassroots movements. Through political education, base-building, advocacy, lawsuits, and protest strategies, community organizations have achieved changes in state practice. These movements have also worked to create alternative spaces of safety and home, rooted in interpersonal care and Latino and O'odham culture. / Dissertation/Thesis / Doctoral Dissertation Environmental Social Science 2014

abstract: 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. / Dissertation/Thesis / Masters Thesis Social Justice and Human Rights 2015

abstract: Scholars of rhetoric, critical intercultural communication, and gender studies have offered productive analyses of how discourses of terror and national security are rooted in racialized juxtapositions between "East" against "West, or "us" and "them." Less frequently examined are the ways that the contemporary marking of terrorist bodies as "savage" Others to whiteness and western modernity are rooted in settler colonial histories and expansions of US and Anglo-European democracy. Informed by the rhetorical study of publics and public memory, critical race/whiteness studies, and transnational and Indigenous feminisms, this dissertation examines how memoryscapes of civilization and its Others circulate to shape geopolitical belongings in three cases: (1) public memory places in the US Southwest; (2) pro-Israel rhetorics enacted by the US organization Christians United for Israel; and (3) the embodied and mediated protests of European feminist organization FEMEN. In bringing these seemingly unrelated cases together as elements of a larger assemblage, I draw attention to their symbolic and material connectivities, examining the racialized, gendered, national, and imperial logics that move between these sites to shore up the frontiers of whiteness. Specifically, I argue for conceptualizing whiteness as a global assemblage that territorializes through settler colonial memoryscapes that construct "modern" national and global citizen-subjects as those deemed worthy of rights, protection, land, and life against the threatening bodies of Otherness seen to exist outside of the shared times and places of normative democratic citizenship. In doing so, I also examine, more broadly, how assemblage theory extends current approaches to studying rhetoric, public memory, and intercultural communication in global, trans/national, and (post)colonial contexts. / Dissertation/Thesis / Doctoral Dissertation Communication 2016