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07 Recitative – Speaking in Notes
No full textSing as You Speak – Principles of recitative performance. Discussion of period sources and an example of delivering recitative in a half spoken / half sung way (Conti, ”Dubbio di vostra fede,” 1750)
Human-Centred Leadership in Higher Education Student Services: Strategies for Preserving a Values-Driven Team Culture During Organizational Change
Get PDFIn the dynamic Canadian higher education landscape, leaders of student services units face mounting pressures to ensure teams remain agile, responsive, and efficient while meeting students\u27 needs. By nurturing a values-driven team culture characterized by shared beliefs, values, and assumptions, leaders cultivate thriving work environments that mitigate risks associated with staff burnout and attrition, while safeguarding against the shift towards transactional operations over student-centric approaches. The student services team described in this dissertation-in-practice (DiP) is preparing for the transition to a new institution-wide student software system, and staff expressed concerns about preserving the team’s core values amid increased workload and training demands. This DiP establishes strategies for leaders who seek to preserve a values-driven team culture when experiencing organizational change. Grounded in the cultural theoretical perspective and guided by a human-centred leadership approach to change, this DiP explores the pivotal role of values in shaping organizational identity and practices. A solution that optimizes the use of available resources leverages principles of authentic and distributed styles to foster a psychologically safe work environment that promotes inclusion, collaboration, respect, care, and growth. The change plan employs an organizational change framework where inclusive decision-making empowers team members to navigate planned and emergent change, as well as the tension between adopting the new system and reaffirming values in new ways. This DiP serves as an important reminder for leaders to attend to the emotions and well-being of the people experiencing change to mitigate resistance while sustaining motivation, engagement, and organizational effectiveness
Niinwi-Kiinwa-Kiinwi: The Path to Reconcialtion, Decolonization and Pursuing Etuaptmumk (Two-Eyed Seeing) Pedagogy in a Faith-based Organization
Get PDFIn the context of an educational space, reconciliation, decolonization and pursuing Etuaptmumk (Two-Eyed Seeing) takes place across three dimensions: classroom resources, curriculum delivery and assessment practices. In my context at North Urban School (a pseudonym), a fourth dimension is present. That is, how the process of reconciliation, decolonization and pursuing Etuaptmumk fits within a faith-based organization. While embarking on the reconciliation, decolonization and pursuing Etuaptmumk journey, I am mindful of the advice given by The Honourable Mr. Justice Murray Sinclair, who notes that; there should be no change about us, without us. This is in line with the concept of Niinwi-kiinwa-kiinwi. North Urban School must make every effort to engage with our local Indigenous communities and learn from their Elders and Knowledge Keepers meaningfully and authentically. Establishing these relationships may be difficult given the past experiences of Indigenous communities and faith-based institutions. But, to truly have a curriculum that honours Indigenous epistemologies, and utilizes Heart Knowledge and Etuaptmumk as a form of communal knowledge gathering, a school must have delivery and assessment methods that encompass those traditions. Reconciliation and decolonization can be implemented in faith-based schools if Christianity is put into a different cultural context to break out of the colonial norms in which it is entrenched. The principal solution advocated for in my dissertation is to successfully develop a two-pronged approach: first, by pursuing reconciliation, decolonization in North Urban School and second, by establishing a reciprocal relationship with the Indigenous community near North Urban School which leads to Etuaptmumk
Beneath the Badge: Exploring the Complexities of Police Culture and Mental Health
Get PDFThis Dissertation-in-Practice (DiP) endeavours to address the intricate challenges embedded within police culture regarding their approach to responding to mental health alteration. Within the context of the Blue Virtue Police Service (BVPS; a pseudonym), the ramifications of mental health alterations among officers are profound and influence various aspects of the organization, such as sick leave utilization, leaves of absence, officer performance, community relations, and incidents involving the use of force. This DiP aims to tackle the specific problem of practice (PoP) question: What strategies can the BVPS adopt to encourage help-seeking behaviour and foster mental wellness among its officers? A political, economic, social, technological, ethical, and legal analysis identifies the diverse factors impacting the PoP, aiding in understanding broader contextual factors within which solutions must be developed. This DiP incorporates transformative and relational leadership paradigms to facilitate the change process. Guided by Schein’s stages and cycles of learning change framework, this DiP proposes an organizational anti-oppressive educational initiative as the optimal solution to address the PoP question. Implementation and communication plans, also aligned with Schein’s framework, are outlined to guide the integration of this initiative within the BVPS context. Finally, the DiP emphasizes the importance of monitoring and evaluation to assess the effectiveness of the proposed intervention. The PDSA cycle is used for monitoring, while Kirkpatrick’s model of learning evaluation offers a structured approach to evaluating the longer-term outcomes of the learning derived from the educational initiative
There\u27s a Camel in My Office Nurturing Agents of Transformation: Equipping School Leaders to Combat Systemic Racism and Oppression and Foster Inclusive Communities
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This doctoral dissertation in practice (DiP) explores the critical problem of practice wherein school administrators, primarily identifying with the predominant white culture, lack the requisite equitable leadership capacity to address systemic racism within their schools and the district. The perpetuation of systemic racism in schools leads to inequitable outcomes among marginalized students. Grounded in CRT and culturally responsive leadership frameworks, this DiP seeks to identify the barriers hindering administrators from enacting meaningful change and to propose an organizational plan to enhance their capacity for equitable leadership. Utilizing a transformative leadership approach combined with aspects of distributed and collaborative leadership, the change path model serves as the basis for the recommended changes. Rooted in current research, the preferred solution, based on the Name, Own, Frame, Sustain framework, has the potential for great success in Wolf District School Board (WDSB). This DiP highlights the complex interplay of personal beliefs, institutional structures, and societal norms shaping administrators’ approaches to leadership and equity. This DiP highlights practices for cultivating culturally responsive leadership, including ongoing professional development, critical self-reflection, and collaborative partnerships with community members. By illuminating the barriers to equitable leadership and proposing actionable recommendations, this DiP contributes to the broader discourse on educational equity and social justice. It provides valuable insights for policymakers, educational leaders, and practitioners seeking to dismantle systemic racism and create more inclusive learning environments for all students
We have a dream: an arts-based social architecture analysis of a Canadian report: In the Land of Milk and Money
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