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The Fight to take Down “The Big Indian:” Public History Activating Social Change, A Case Study
Get PDFThe script and powerpoint for a presentation given by Ariel Beaujot for the University of Guelph\u27s THINC Lab workshop series
Using Images and Texts to Increase Students’ Perceptions of their Learning Climates
Get PDFRacialized students often perceive a more negative learning climate than their White peers (Salle, Zabek, & Meyers, 2016). According to Statistics Canada (2017), the region that School Board (SB) is part of is drastically growing in the number of people that self-identify as racialized. This is important to recognize because internal board data already highlights that many students within SB currently do not rate their learning climates as positive (SB, 2017). This organizational improvement plan (OIP) uses critical race theory to highlight issues with the unintentional reinscription of White dominance in texts and images within SB, and the effects that this reinscription has on racialized students’ perceptions of their learning climates. This OIP connects a positive learning climate to an authentically inclusive learning climate where students are reflected without the unintentional reinscription of White dominance. Although texts and images are not the only way to build an inclusive and positive learning climate, Glass (2012)’s article highlights that a significant part of creating an inclusive learning climate involves reflecting students’ racial identities. Images and texts provide a tangible way of creating this representation. The problem of practice (PoP) in this OIP hopes to change the negative impact that current and imminent images and texts (both in print and online) have on students’ perceptions of their learning climates. The PoP being addressed is how can school resources, such as images and texts, be utilized to better reflect the diversity of SB and in particular racialized students? Through both transformational and behavioural leadership, this OIP uses Kotter’s 8-stage change model to implement change goals to address the PoP
Inclusive Ecocentric Education
Get PDFGlobal Eco-Trails (GET) is an ecocentric education school based in BC, Canada offering short cross-cultural environmental wilderness expedition programs in Thailand, Ecuador and Spain, and a full time K-9 alternative ecocentric school program in Canada. The organization has decided to take a deep look at the culture and progeny of its programs as it seeks to address the problem of practice of how to redesign their ecocentric education programs to more fully realize the goal of being fully inclusive in access and approach in terms of gender, the environment, non-Euro/Euro-North American cultures, and marginalized identities. The ultimate goal is to bring the programs to the forefront of contemporary education by providing a scalable model that can be adapted around the world providing a fully inclusive education system based on ecocentric and social learning principles and values. GET believes that the earth and society needs a new education model for the Anthropocene/Capitalicene. A multicultural/multi-demographic laboratory in the real-world (LRW) series of programs is proposed as the first step in a process to build a foundation from which to create curriculum and methodologies. These GET programs will practice Indigenous/nonindigenous co-teaching/management and through a critical pedagogy process seek inclusivity for all demographics. LRW programs will be led by students and faculty at partner universities\u27 transdisciplinary environmental humanities, and teacher education departments who will conduct the research projects at each session under the direction of GET staff. Community partners will be drawn from environmental education and sustainable living and local community organizations at each program location. GET will build on its 20-year relationship with four communities, in Spain, Canada, Ecuador, and Thailand for whom the Laboratory ecocentric programs will take place each year in Spain and Canada. The K-9 school program being developed will mirror Environmental Humanities university department transdisciplinary areas of study combined with an evolutionary-based education subject model built on hunter-gatherer and horticultural society sustainable living skills and Indigenous pedagogy. Lab programs will take the form of a living prototype sustainable village where students can learn through experience and build within themselves a future vision, aptitude, and practice for positive sustainable change
Institutionalizing Blended and Distance Learning in Language Teaching at a Research University
Get PDFHigher education institutions (HEIs) are increasingly exploring innovative strategies to adapt to the 21st century changing institutional context and to respond to the students’ needs and expectations. Given that technology in all its forms is ubiquitous in Education, one of HEIs’ strategical responses is the implementation of blended learning (BL) and distance learning (DL) as new pedagogies in all faculties. This organizational improvement plan (OIP) examines how a language department, part of the Faculty of Arts in a large research-focused University, can integrate BL and DL in language teaching. As this change is a significant departure from the current traditional lecture-based pedagogy and to ensure that the department, as well as its faculty members, feel supported and motivated, servant and transformational leadership alongside a distributive leadership style are deployed. Moreover, Cawsey et al.’s, (2016) change path model in conjunction with Kotter’s (1996) change model are used as change frameworks to focus on the organizational structure. There are key changes involved in this OIP, namely a departmental and individual cultural change since teaching a language rests on a long history of face-to-face interactions. The main challenge is to deal with limited resources and faculty resistance as well as the complexity of technological teacher training. As this implementation is done incrementally over four years, data is collected from various stakeholders, examined and reviewed to allow leaders to adjust according to feedback. As University X’s language teachers gain knowledge and power lead by a guiding coalition, it is anticipated that the institutionalization of BL and DL in language teaching will be reached in time
Case 15 : Recovery Through Education: An Integrative Approach to Mental Health for the People, by the People
Get PDFRecovery colleges are cocreated and codeveloped programs and services that mainly focus on increasing community integration and improving the well-being of people who have mental health concerns. Recovery colleges originated in England in 2009, with the first college established at the South West London Recovery College in London. Currently, there is no general consensus about what constitutes a recovery college. The primary focus of a recovery college is to provide a safe space where people who have mental illnesses and/or problematic substance use can lead their own journey to recovery. Eight components are used to define a recovery college (Perkins et al., 2012): cocreation and codelivery with health care practitioners and service users at every level delivery of programming from a physical location operating the program using college principles of having students select their own courses inclusive programs for all personal tutors available to assist by offering information not considered a substitute for treatment and traditional assessment not considered a substitute for mainstream colleges operations and culture of the college reflect recovery principles
Because the efficacy, literature, research, and evaluation around recovery colleges are still considerably new, there are several unknowns when it comes to creating these colleges. There are no standardized regulations or guidelines for developing such programs, which can lead to the creation of colleges that may not be suitable and programs that may have inconsistencies and gaps. The new recovery colleges emerging worldwide have expanded so quickly that many are no longer created for their initial intent and instead are being transformed into something that is very different from the original framework for mental health recovery.
This case highlights the importance of stakeholder and community engagement and collaboration in a cocreation context and will examine the positive and negative outcomes that can arise from such collaboration. The case has readers explore stakeholder and community engagement and collaboration for recovery college development by using Social-Ecological theory and cocreation theory, and by determining how these theories can shape various approaches to community and stakeholder engagement and collaboration
Students’ Safety During School Field Trips: Key Educational Stakeholders’ Responsibilities and The Role of Leadership
Get PDFAbstract
School safety is assumed to be a priority for stakeholders in schools across Canada. School processes, activities, and successful learning can only be valuable when students feel safe and protected (Hernandez, 2010). The Problem of Practice (PoP) addressed in this Organizational Improvement Plan (OIP) explored the role of leadership in improving key stakeholders’ mode of compliance with school excursion policies that can ensure students’ physical and psychological safety during field trips in Caring Alternative High School (CAHS), an anonymized school in Ontario.
This OIP integrated transformational and inclusive leadership as key approaches used to promote the inclusion of stakeholders’ perspectives, inspiring them to value and implement effective safety protocols that embody the vision of CAHS as a safe and caring school. Also, the approaches help to facilitate an understanding that change is possible in CAHS.
In seeking to frame the PoP, the PESTE factors which include political, economic, social, technological, environmental factors and Nadler and Tushman’s (1989) Congruence Model were used for the action plan to identify, analyze and ascertain the core cause of the PoP. The chosen solutions of this OIP are the Train-the-Trainers (TTTs) and Professional Learning Communities (PLCs) used during professional development sessions and school meetings to help realize the desired change. The Change Path Model (Cawsey et al., 2016) was used with the Plan-do-study-act (PDSA) cycle (Donnelly and Kirk, 2015) to analyze, monitor, and evaluate the change
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Case 1 : Policy Change and Public Health: Obstacles to Advocating for Public Health Interventions
Get PDFRobin Scherbatsky, a public health nurse at Lambton Public Health in Sarnia, Ontario, plans to advocate for public funding of the more accurate interferon-gamma release assay (IGRA) test for latent tuberculosis infection (LTBI). She wants the IGRA to be covered by the Ontario Health Insurance Plan the same way the tuberculin skin test, which also tests for LTBI, is covered. Although IGRA tests are more expensive than tuberculin skin tests, IGRAs are very accurate and effective at reducing unnecessary treatments given to people falsely diagnosed with LTBI, and this results in cost savings for the public payer. Given that the Ontario government is regarding preventative health interventions as soft targets for reduced funding, Robin is worried about whether her future advocacy activity will be successful. Robin has formed working relationships with local stakeholders such as health facilities, physicians, general practitioners, and nurses through advocating to them about how to test and treat LTBI and tuberculosis. She has to decide how to best advocate for this issue, making sure she has used all available and potential resources. The case aims to provide foundational knowledge of relevant political models and theories by applying them to Robin’s example
Case 8 : Is it too Late to Re-evaluate? Creating Client-centered Changes within Canada’s Medical Surveillance System
Get PDFMia is a program officer in the Public Health Liaison Unit at Immigration, Refugees, and Citizenship Canada’s Migration Health Branch. Mia works with her team to oversee medical surveillance notifications related to tuberculosis. Mia and her team identify migrants arriving to Canada who require tuberculosis testing and care, and connect them with the appropriate Provincial/Territorial Public Health Authority in the province or territory they want to reside in. Lately, Mia has noticed that the number and type of client concerns filling up her email inbox are increasing. These client concerns range from knowledge, language, and interpretation barriers, to difficulties understanding where to report for medical surveillance. Mia wants to conduct a program evaluation to determine exactly where client barriers exist within the medical surveillance system. She wants to use this information to suggest transformation to areas that require change