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View 2 Sacrifice of Isaac and Rebecca or Robinson Memorial United 90th-Anniversary Windows
No full textGiven by an anonymous donor to the glory of God and in honour of Robinson Memorial United Church’s Ninetieth Anniversary. 1982 dedicated at Robinson Memorial United Church. 2011 rededicated in Colborne Street United Church. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oates.https://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_colbourne/1039/thumbnail.jp
Detail, View 2 Angel from They Shall See His Face or McNab Memorial Window
No full textInscription: THEY / SHALL / SEE / HIS / FACE. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1016/thumbnail.jp
Systemic Abuse of Black Educational Leaders in K-12 Schools
Get PDFAnti-Black racism (ABR) is race-based discrimination experienced by Black educational leaders in the Ontario education system. Since the police officers murdered George Floyd, it has ignited the global Black Lives Matters movement. This has translated into K-12 Ontario schools with a more pronounced emphasis on addressing ABR and systemic racism to provide an environment that is rooted in equity. Despite this global action and ministry requirement, ABR continues to prevail and affects Black educational leaders’ ability to lead effectively. Black educational leaders are navigating a system that is unjust and rooted in colonialism which puts them at a disadvantage. Critical Race Theory lens is used in this Organizational Improvement Plan (OIP) to analyze the ability of Black educational leaders’ ability to lead effectively while simultaneously dealing with race-based aggressions consistently. Often, Black educational leaders must address stereotypes aimed at them due to the colour of their skin. This is an added burden that Black educational leaders encounter regularly. The problem is an action or comment may appear innocent; however, the impact is damaging towards Black educational leaders. These daily aggressions disrupt Black educational leaders’ ability to lead as well as cause additional unnecessary stress and adversity beyond the daily job requirements. This OIP outlines a change implementation plan using transformative and servant leadership approaches to help mitigate some of the ABR interactions experienced by Black educational leaders to create a workplace founded in equity and dignity. It also provides a platform for Black educational leaders to congregate and self-advocate safely.
Keywords: anti-Black racism (ABR), Black educational leaders, aggressions, Critical Race Theory (CRT), systemic racism, equit
Engaging Health Professionals Toward the Redevelopment of a Continuing Competence Program
Get PDFContinuing competence is the combination of knowledge, skills, abilities, and judgment of a professional, applied safely and ethically to their practice of the profession. Under the Health Professions Act in Alberta, health regulatory colleges must oversee the continuing competence of their registrants, ensuring they act in the public’s best interest. At Health Professionals Regulatory College (HPRC), over 3500 registrants are accountable to its continuing competence program (CCP). The current CCP, in place for over 15 years, has not integrated collection and analysis of diversity data that may influence individual competence, nor has it evolved with trends toward right-touch regulation that encourage data-informed, risk-based approaches to regulation. This organizational improvement plan (OIP) establishes the organizational context of HPRC within a structural-functional environment and applies critical theory to address the identified problem of practice (PoP)—the lack of a reflective and responsive CCP. A future CCP is envisioned to support ongoing practitioner learning, promote better practitioner-college relationships, increase confidence and status of the profession, and improve patient outcomes. Acknowledging that redevelopment of the CCP involves an emergent change process, the OIP focuses on rethinking the CCP as the first of three change cycles. Combined with an authentic leadership approach, appreciative inquiry is the selected change model to implement a strategy that balances top-down and bottom-up approaches, aiming to optimize stakeholder diversity and meaningful participation. Detailed plans for change implementation, communication, and monitoring and evaluation are outlined. The OIP concludes with thoughts on next steps for CCP redevelopment and future considerations for HPRC
A Shift Towards Culturally Responsive Teaching Practices in Workplace Education
Get PDFThis Organizational Improvement Plan (OIP) focuses on a nonprofit organization resolving a problem of practice (PoP) that was identified following the withdrawal of its funder’s support. The problem is an absence of culturally responsive teaching practices (CRTP) in the pedagogy knowledge of subject matter experts (SMEs) who are hired to instruct capacity-building programs within community partner organizations. These organizations are working to instil a culture of equity, diversity, inclusion, and decolonization. This OIP unpacks this PoP and creates a pathway forward to implement a change initiative based on a triad model solution: policy, beliefs, and practice. This multifaceted approach results in establishing policy that influences SMEs to participate in CRTP professional development that can shift their beliefs and pedagogical practices. The triad model solution prevents learners from being excluded in today’s diverse workplace education classrooms, online and in class. To implement this triad solution and realize lasting change, leaders must adopt a critical theory lens and lead with transformative leadership. The exclusion of learners is a problem that exists in other adult education learning environments, such as corporate settings. Therefore, this triad solution may prove to be effective in reforming adult education practices in other organizational learning environments
Belonging Together Separately: Transforming Indigenous Health Policy to Increase Substantive Equity
No full textThis Organizational Improvement Plan (OIP) seeks to address a Problem of Practice (PoP) focusing upon the lack of Indigenous involvement in federal health policy development. The application of critical theory to change model development, implementation, and evaluation with a collaborative inquiry lens guides this discussion. Leadership theories reflective of Indigenous values will be utilized. Consideration of a more equitable approach to healthcare for First Nations, not as an add-on to existing mainstream models but as its own paradigm, has assisted in developing key Indigeneity grounded themes in this writing which centre on knowledge transfer, empowerment, and partnership as important components for Indigenous health policy frameworks. The Indian Health Transfer Policy, which governs comprehensive agreements, is a top-down, structural functionalist approach focused upon the most feasible use of funding. Scientific, evidence-based data that informs responsible and accountable health practice is invaluable and this is not contested within Indigenous-driven models. Historically, in practice, assessment and treatment arising from research has primarily legitimized colonial discourse with Indigenous Knowledge (IK) relegated to an unconventional way of knowing. Much of the change initiatives that have been attempted, while perhaps from a culturally sensitive framework, have neglected two key factors: 1) the embodiment of an approach that reflects Indigenous perspectives (e.g., Two-Eyed Seeing); and 2) the Eurocentric worldview (context) within which First Nations communities must navigate health and wellness. Most often, EDID work is performative and acknowledges diversity, but fails to understand the harm resulting from viewing Indigenous ways of knowing as being tantamount to “culture”. Transformative work must be reflective of the community’s values and vision for wellness and acknowledge their worldview
