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Blessed Art Thou Among Women or E. AND M. Garrett Memorial Window
No full textInscription: BLESSED / ART / THOU / AMONG / WOMEN. TO THE GLORY OF GOD IN LOVING MEMORY OF / EVELYN GARRETT DIED DEC. 12, 1948 / AND MARK GARRETT DIED JULY 6, 1951 / ERECTED BY THEIRS SONS. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1029/thumbnail.jp
Detail 2, Dove from Isaac and Rebecca or D. and M. Bacon Memorial Window
No full textLead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1087/thumbnail.jp
Detail 3, Isaac and Rebecca from Isaac and Rebecca or D. and M. Bacon Memorial Window
No full textInscriptions read: Isaac / Rebecca. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1089/thumbnail.jp
A Place in the Sun and Among the Stars: Reverend W. G. Colgrove
No full textW. G. Colgrove dedicated years of his life to the community of Western University and the city of London through his work with the Hume Cronyn Memorial Observatory and the Royal Astronomical Society of Canada. This story map walks readers through the life of W. G. Colgrove and his autobiographical scrapbook, A Place in the Sun.https://ir.lib.uwo.ca/colgrovestorymap/1000/thumbnail.jp
Detail, View 1 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/1015/thumbnail.jp
Detail, Coat of Arms of the Diocese of Huron and Bishop Cronyn from Historic Heraldic Window
No full textThe text reads: Quatreoil / Given as a / Thank Offering by / John H & / S. Elizabeth Moore. Lead Investigator and Photograph: C. Cody Barteet ([email protected]).https://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stpaulcathedral/1034/thumbnail.jp
The Ripple Effect: How One Rural School Can Embrace Indigenous Learning on a Journey Towards Truth and Reconciliation
Get PDFIn a K–9 rural school in Alberta, the lack of opportunities for land-based learning and understanding of Indigenous truths, histories, and ways of knowing creates a significant gap in knowledge that is an ethical obligation to address. For the school to engage in social justice and transformation to address this problem of practice, it is crucial to address this gap and work towards decolonization and indigenization. The goal of this Organizational Improvement Plan is to ensure that staff gain a deep awareness and understanding of the historical oppression and marginalization of Indigenous peoples in Canada due to colonization, both historically and through colonial systems that persist today. This transformational process will require building the critical consciousness of the staff and creating a compassionate learning environment that enables them to engage in this important work. Although the school has a racially homogenous population, it is imperative to take a firm anticolonial stance to address the legacy of colonialism that has been perpetuated in Canada for centuries. The change implementation plan adopts systems thinking to facilitate social change by recognizing the interconnectedness of different parts of the school system. It allows for a comprehensive understanding of the social issue being addressed in the problem of practice. A knowledge mobilization plan is developed to effectively disseminate the insights gained from the implementation to stakeholders and the wider community. By leveraging anticolonial theory and taking a proactive approach to education, staff can build the necessary awareness, attitudes, and actions to support decolonization and indigenization in the school and beyond.
Keywords: decolonization, indigenization, social justice, anticolonial theory, critical consciousness, systems thinkin
Toward Mitho-pimatisowin: A Framework for FNMI Engagement Through Relationality
Get PDFAbstract
Indigenous Peoples have experienced harm from colonial beliefs and practices, and one does not need to look beyond the current systems of public education to see evidence of this. This Organizational Improvement Plan (OIP) provides a challenge to the conservative, neoliberal, and Eurocentric orthodoxy that is pervasive in one northern Saskatchewan context, and advocates for a need and a framework to reorient our learning community so that First Nation, Métis and Inuit (FNMI) students and partners see relevance and feel engaged with our organization, thereby producing more positive educational outcomes. With 80% of students identifying as FNMI, and the surrounding community reflecting this demographic, culturally relevant concepts are necessary to guide organizational change. Relationality has been identified as essential for many FNMI peoples, so the local Cree concept of mitho-pimatisowin, meaning one’s necessity to acknowledge and respect all relations and to accept responsibility for them (Cardinal & Hildebrandt, 2020; Settee, 2011), is a key concept to direct and measure the existing organizational climate and change initiatives, and to prioritize the creation and maintenance of strong relationships between all partners who serve our students and the surrounding community. In support of mitho-pimatisowin, an emphasis on team and inclusive leadership will operate through a social constructivist lens so that all our partners can begin to construct meaningful alliances and understandings within a critical paradigm. An emphasis on enhancing our organizational relationships will ensure a culture of collective efficacy is developed, and this will re-center Indigenous worldviews and epistemologies so that they work in collaboration with Western approaches, thereby improving relations and FNMI student engagement.
Keywords: Mitho-pimatisowin, Indigenous, psychological safety, education, social constructivism, inclusive leadership, team leadershi
From Epistemic Bubbles to Generative Possibilities: Knowledge Leadership and Knowledge Mobilization for Child and Youth Care Practicum Education
Get PDFChild and Youth Care (CYC) Practicum Education (CYCPE) operates in more than 40 public postsecondary institutions (PSI) across Canada. CYC educators instruct and assess, while supervisors mentor thousands of students at child, youth, and family-serving organizations. As an emerging profession, CYC does not yet experience well-established governance, widespread postsecondary research infrastructure, nor public recognition, leaving CYCPE with threats to its credibility and existence. Despite individual CYC educators’ and programs’ extensive professional knowledge, we lack CYC-specific CYCPE organizational knowledge. This problem of practice (PoP) limits CYC educators’ ability to inform, improve, and innovate upon CYCPE’s design and delivery. This organizational improvement plan (OIP) positions CYCPE as an organization, to propose change initiatives that will disrupt its epistemic bubble. A critical postmodern (CPM) perspective forefronts tensions generatively. Organizational culture and discourse theory’s concepts provide a framework to analyze the PoP. Knowledge Leadership (KL)—within a Distributed Leadership (DL) higher education context, along a River Change Model (RCM) change process—propels a change initiative toward a desired state. Organizational knowledge creation and knowledge mobilization (KMb) expands CYCPE’s possibilities. By way of a CYCPE Consciousness-Raising Campaign, two streams of faculty-led change activities are detailed. This inquiry provides a novel perspective on CYCPE’s organization; syntheses of CYCPE’s extant data; application of KL in experiential education; and modification of Outcomes Harvesting (OH) to measure the change initiative’s contributions to a complex context. Ultimately, this inquiry is a call to action, for CYC educators to create and mobilize organizational knowledge, to benefit CYCPE’s complex design and delivery
Are Diamonds a Girl’s Best Friend? Working Toward a Support System for Sexual Misconduct in Baseball
Get PDFAnyone who experiences and wishes to report sexual misconduct should be supported and have resources available to them. The problem of practice addressed in this organizational improvement plan is the deficit of structures and supports for reporting sexual misconduct at Baseball X (a pseudonym), resulting in ineffective and inefficient reporting and investigatory processes. This plan is focused on analyzing Baseball X through multiple lenses and frameworks to identify potential solutions to this problem. To resolve this issue, the best solution is to embed strategic and intentional support systems into the organization and its culture. The theories of power, systems, and feminism that underlie Baseball X and this issue are explored, and change is viewed through a combined authentic and servant leadership lens. Baseball X’s organizational context is examined through Bolman and Deal’s four frames, Quinn’s competing values framework, Deszca et al.’s change path model, and Nadler and Tushman’s congruence model. Change implementation is guided by the plan, do, study, act model in alignment with the change path model. Communication and knowledge mobilization plans are also identified and outlined