McMaster University Library Press Open Journal Systems
Not a member yet
3788 research outputs found
Sort by
Mathew R. Martin, ed. Selimus by Robert Greene. Peterborough, ON: Broadview Press, 2022.
No full textThis review considers Mathew R. Martin\u27s edition of Selimus by Robert Greene
The “Daily Digital”: (Re)imagining Technology in Home-Based Women’s Gig Work in Egypt.
Full text linkThe gig economy is (re)shaping work and revolutionising the use of technology in everyday life. In Egypt, where more than 50 per cent of women’s enterprises are home-based, digital tools such as smartphones and social media are integral to managing informal labour practices. This paper challenges neoliberal development narratives by introducing the Daily Digital framework, a decolonial feminist lens that centres the relational and experiential dimensions of technology use. Unlike existing frameworks, it repositions the household as a site of innovation and economic agency, emphasising women’s creative strategies for (re)imagining technology and integrating it into their daily lives and work. Based on fieldwork conducted in Egypt in 2022 and 2023 with 25 home-based online food vendors, I demonstrate how women gig workers use their socially reproductive knowledges and relationalities to transform technology into a versatile tool for navigating and overcoming structural, material and social barriers, while (re)claiming and redefining their agency and mobility. This research contributes to feminist and decolonial scholarship by centring the lived experiences of women in informal economies and providing a new lens to theorise the intersections of technology, gender and labour. The Daily Digital framework offers valuable insights for (re)imagining gig work and advancing research and policy in the Global South
"Students are part of our team and they’re part of our workforce": The role of student partnerships in collaborative physiotherapy practice-based education
Full text linkDeveloping collaborative educational spaces is vital for students to be active participants within their own learning; however, there is limited research on the impact of constraints and cultures in developing active partnerships with students in healthcare settings. This paper reports on selected findings from an overarching mixed-methods study exploring UK physiotherapy practice educators’ experiences. The aim of the study was to explore practice educators’ perceptions and experiences of supporting students and considerations for future developments. An initial survey generated themes for unstructured focus groups. Fifteen practice educators participated in the focus groups. Three themes were identified around developing student partnerships: staff values in practice education, the importance of integrating students into teams, and learning from students. Partnership working and collaboration within the practice environment provides a space for mutual growth for educators and students. Partnership can facilitate successful outcomes for both staff and students through a reciprocal learning experience
Improving equality, diversity, and inclusion in staff-student partnerships: A constructive framework
Full text linkStaff-student partnerships have become increasingly popular in educational spaces. Although staff-student partnerships have been shown to improve the inclusivity of assessment practices and increase curriculum engagement among underprivileged student partners, student partners still face barriers to access and face challenges when engaging in such opportunities. This makes it particularly important that all stakeholders involved, including institutions, staff, and students, actively work towards creating a cultural shift that celebrates and amplifies the minority voice. This paper is grounded both in current research and in evidence from a transdisciplinary staff-student partnership project from Imperial College London. During this project, team members conducted interviews and focus group discussions with students and staff from diverse backgrounds in order to develop a multimedia resource platform on best assessment practices. This paper provides a constructive framework, split into three themes, for promoting equality, diversity, and inclusion (EDI) in staff-student partnerships. The three overarching themes involve improving the inclusivity of selection processes, creating a flexible and trust-based working culture, and addressing power dynamics inherent in staff-student partnerships
The language of pedagogical partnership: A cross-context analysis of student partner and program facilitator perspectives
Full text linkPedagogical partnership work continues to proliferate on college and university campuses around the world, and yet the language used in and about this work is still very much evolving. This exploratory study drew on surveys of student partners and program facilitators at institutions across contexts to learn about three related ways language is used: (a) to ensure respectful exchanges between student and faculty/staff partners within partnership programs, (b) to make pedagogical partnership work legible to those on campus not involved in the work, and (c) to communicate with prospective employers and others. Writing as a program facilitator and experienced student partner, we present findings from this study not to generalize or to compare institutional contexts and practices but rather to offer glimpses into the ways that student partners and program facilitators develop and use language to name partnership work that can inform ongoing explorations of this topic
Pioneering Digital Health in NB: A Pathway to Transformation in Health Care Delivery
Full text linkDigital health has emerged as a crucial component of health care delivery in New Brunswick (NB), especially in response to the COVID-19 pandemic. This analysis examines the digital health reform in NB, focusing on the implementation and outcomes of the Virtual Care program and MyHealthNB application. The reform aimed to enhance access to health care services, particularly for rural and remote populations, by leveraging digital technologies. Key objectives included improving patient-centred care, supporting seniors, and integrating digital health solutions into the provincial health care system. The analysis highlights the factors influencing the reform, including demographic trends, technological advancements, and stakeholder engagement. It also discusses the challenges encountered, such as provider resistance and interoperability issues, and evaluates the program’s impact on health care delivery and patient outcomes. The adoption of tools like electronic health records (EHRs), virtual care platforms, and the MyHealthNB portal marked a shift toward integrated, sustainable service delivery.
La santé numérique est devenue un élément crucial de la prestation de soins de santé au Nouveau-Brunswick (NB), en particulier en réponse à la pandémie de COVID-19. Cette analyse porte sur la réforme de la santé numérique au Nouveau-Brunswick, en se concentrant sur la mise en œuvre et les résultats du programme de soins virtuels et de l’application MyHealthNB. La réforme visait à améliorer l\u27accès aux services de santé, en particulier pour les populations rurales et isolées, en tirant parti des technologies numériques. Les principaux objectifs étaient d\u27améliorer les soins centrés sur le patient, de soutenir les personnes âgées et d’intégrer les solutions de santé numérique dans le système de santé provincial. L’analyse met en évidence les facteurs qui ont influencé la réforme, notamment les tendances démographiques, les avancées technologiques et l’engagement des parties prenantes. Elle aborde également les difficultés rencontrées, telles que la résistance des prestataires et les problèmes d’interopérabilité, et évalue l’impact du programme sur la prestation des soins de santé et les résultats pour les patients. L’adoption d’outils tels que les dossiers médicaux électroniques (DME), les plateformes de soins virtuels et le portail MyHealthNB a marqué un tournant vers une prestation de services intégrée et durable
Reconsidering Power, Interests and Actor Relations in Labour Studies: The Case of the Privatisation in the Port of Hamburg
Full text linkThis article proposes an extension of the Power Resource Approach (PRA) that systematically addresses central criticisms of the original framework. We argue that a comprehensive understanding of labour conflicts in capitalist societies necessitates at least three conceptual elaborations: (1) a relational perspective on labour conflicts and power dynamics; (2) an emphasis on the heterogeneity of (collective) interests and orientations that both enable and constrain collective action; and (3) a reconceptualisation of employers as active counterparts in labour relations, equipped with their own interests, orientations, and power resources. Particular attention is paid to bargaining processes between antagonistic actor groups and to the often contradictory interests and normative orientations that shape action and inform the mobilisation of power resources. This actor-centred perspective aims to contribute to a more differentiated and empirically grounded understanding of labour relations. The analytical potential of the extended framework is illustrated through the empirical case of resistance to port privatisation in Hamburg, Germany
Deanne Williams. Girl Culture in the Middle Ages and Renaissance: Performance and Pedagogy. London: Bloomsbury, 2023.
No full textThis review considers Deanne Williams\u27s Girl Culture in the Middle Ages and Renaissance: Performance and Pedagogy.
Disruption and development: Reflections on five iterations of co-creation of and in an undergraduate education course
Full text linkShowcasing Street Law: The importance of students and staff working in partnership to provide and receive formative feedback
Full text linkFormative feedback is noted as one of the most useful instruments for improving student learning in higher education (Irons, 2007; Gibbs & Simpson, 2004). This case study is a joint staff-student collaboration in which the authors showcase their innovative and novel approach to staff and students acting in partnership to provide and receive formative feedback when working on group projects. The authors discuss the practicalities of students taking the lead on receiving formative feedback through the introduction of student-led formative feedback team meetings with their tutors. In turn, the authors discuss the student voice regarding the importance of formative feedback, arguing that facilitating a mechanism for students to be actively involved in receiving formative feedback can provide autonomy in learning and can promote opportunities for development of key employment skills. The case study is set in context by demonstrating how this method of giving and receiving formative feedback is utilised in a “Street Law” module delivered at Lancaster University Law School