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Bringing the Camino to the Classroom
No full textAs a (delayed) 60th birthday present to myself, I walked a two-week section of the Camino Portuges solo. At the end in Santiago de Compostela, I got my passport stamped, and the volunteer who checked my passport asked “How are you going to bring the Camino into the rest of your life.” Great question. I started thinking immediately about the classroom and ways to bring some of the transformative experiences – and the rich metaphor of journey as life – to my learners. While I haven’t yet been able to organize the dream (a course on literature of the journey that happens in Portugal and Spain on that amazing pilgrimage), I have found two more modest ways to bring the Camino to the classroom.
The first is in a research methods course that I have taught by contract grading for the past few years: I imported the idea of the Camino “Credential,” a passport (with stickers) that marks the various stops on the journey. And in a second class, I incorporated a trail walk-and-talk as a part of the class time experience. Both allowed us to incorporate something a little playful into our learning, and in the second, we were able to move beyond the classroom and to connect the student experience to the journey metaphor. In this session, after I outline my plan and experience of each innovation, participants will be asked to imagine ways to adapt the Camino experience to their own disciplines.
 
Perspectives on Cultural Competency and Black Canadians’ Access to Mental Health Care in Canada: A Thematic Analysis
Full text linkObjectives: The aim of this research was to explore the extent to which cultural competency is practised within Canadian mental health care by mental health professionals with respect to Black Canadians and African Nova Scotians. In addition, the study sought to determine how to improve Canadian mental health care for inclusivity of Black Canadians. Design: Five adult participants were recruited, with recruitment criteria involving self-identification as either “African Nova Scotian” or “Black Canadian,” or as a mental health professional with experience working with these populations. Participants were interviewed in a one-to-one setting using a semi-structured interview guide. Results: A thematic analysis (Braun & Clarke, 2006) yielded three superordinate themes and eight subordinate themes. The superordinate themes were “No Blacks Allowed,” “Bad Apples (Spoil the Bunch),” and “Intrinsic Understanding.” Taken together, the themes suggest that while participants recognized the importance of cultural awareness training and understanding, and indicated an interest in implementing mandatory cultural awareness training for mental health professionals, the implementation of cultural competency in the practice of the mental health system in Canada remains elusive. Conclusion: The findings were that Black Canadians and African Nova Scotians are experiencing barriers to their accessibility of mental health care in Canada. The barriers are related to a lack of cultural awareness from mental health professionals. The findings suggest that Canadian mental health care could benefit from the implementation of cultural competency training
Welcome from the Editors
Full text linkWelcome, Readers, to the ninth issue of the Healthy Populations Journal (HPJ). This special issue and its theme “Improving the Health Outcomes of Persons of African Descent” was inspired by the inaugural international Black Health Conference held in Halifax, Nova Scotia in 2022. HPJ is a student-run, open-access, peer-reviewed journal housed at the Healthy Populations Institute (HPI) at Dalhousie University. Our focus is to highlight student-led population health and health equity research and support new authors in the academic publishing process. This guest editorial board represents perspectives from diverse emerging scholars from the community. We are excited to present our community’s voices in this issue
Navigating Narratives: Reflections on Indigenous Knowledge and Settler Identity in Nunavut.
No full textThis essay delves into the personal reflections of myself as a settler in Iqaluit, Nunavut, examining the privilege and responsibility inherent in occupying Indigenous lands. Drawing from Emilie Cameron’s exploration of colonial imaginative geographies and Lee Maracle’s discourse on appropriation, the author reflects on the significance of storytelling in Indigenous reclamation and colonialism. Through anecdotes of experiencing Inuit legends and artworks, I attempt to illustrate the cultural richness and importance of Indigenous storytelling traditions. Furthermore, the essay examines the settler perspective on Nunavut, highlighting the detrimental effects of colonial rhetoric and transient work on Indigenous communities. Acknowledging personal privilege, I want to expresses a commitment to leveraging acquired knowledge to support and uplift the Inuit community in ways that honour their culture and way of life. Ultimately, the essay celebrates the resilience and beauty of Indigenous storytelling and looks forward to the empowerment of young Inuit reclaiming their narrative traditions
Griffiths, Richard. Essais sur la littérature catholique (1870-1940). Pèlerins de l’absolu.
No full textDumas, Alexandre (fils). Théâtre complet. Tome II, Volume I ; Tome II, Volume II; Tome III.
No full textDifferentiating Indigenous Projects of Social Change in Education
No full textTo begin, I draw on Indigenous scholarship to characterize four Indigenous projects of social change: reconciliation, decolonization, Indigenization, and resurgence. Broadly, reconciliation can be seen as a strengthening of relationships between Indigenous and non-Indigenous people, decolonization as a removal of coloniality in all forms, Indigenization as an integration of Indigenous presence into dominant social structures, and resurgence as a sovereign assertion of traditional Indigenous cultural and governance practices. I then suggest that awareness of these distinct but overlapping projects is useful in post-secondary. For example, while efforts to Indigenize program requirements are laudable, Indigenous authors often critique such efforts as being superficial when they do not include Indigenous language or other forms of grounded, land-based Indigenous knowledge. Such efforts, then, are best lead by Indigenous knowledge keepers, Elders, or scholars. Decolonial efforts, on the other hand, should be undertaken by everyone. An understanding of how these projects differ can, thus, facilitate a nuanced response to the growing calls to decolonize and Indigenize post-secondary
Discovering Effective Mentorship: Positive Experiences of International Graduate Students through Appreciative Inquiry,
No full textThis proposal builds on my doctoral dissertation (Ankomah, 2022a) and previous studies (Ankomah, 2024, 2022b) using the Appreciative Inquiry (AI) framework to explore the positive experiences of international graduate students at a Southern Ontario University. While much of the literature on international student experiences focuses on challenges such as academic uncertainties, language barriers, and social isolation, my study is the first to apply AI—a strength-based research approach—to highlight the life-affirming moments that foster effective mentorship and enhance students\u27 educational experiences. Focusing on the discovery phase of AI, the study gathered stories of success from 14 individual interviews and 3 focus groups. Participants shared how mentorship, especially the emotional and professional support offered by supervisors, was critical to their success. This presentation will share these findings and discuss how policymakers can improve mentor training and create more supportive environments for international students
Bridging Community and Classroom: Integrating Research-Based Learning with Community-Based Research in Universities
No full textResearch-based learning allows students to study topics of interest, understand research processes, and explore career opportunities. It reconfigures students as intellectual producers. Combined with community-based projects, research-based learning may enhance students’ academic and personal growth through both research and service learning. We aim to bridge community and classroom more effectively by integrating research-based learning with community-based research within a single course setting. We designed an undergraduate course, Research for Social Change, which immerses students in research-based and experiential learning utilizing STU’s Promise of Home project as a case study. The course includes a workshop on the ethics of community interaction, discussions on research justice, and project reviews to prepare students. Coursework involves students planning and conducting community meetings and reflecting on their research and engagement.
This paper discusses the pedagogical outcomes of the project and evaluates our course design, focusing on the pedagogical methods, impacts, and limitations of incorporating community-based research projects into university classrooms
Reimagining Higher Education in Canada: Reflections from 2024 3M National Student Fellows
No full textReimagining higher education in Canada requires collaboration with students as partners, yet student voices are often undervalued at the decision-making level. Recently receiving the 3M National Student Fellowship has given Erin and Basmah the opportunity to influence the Canadian landscape of higher education. Reflecting on their achievement, they recognize that students often have to prove themselves to be taken seriously. Erin and Basmah highlight their experiences navigating barriers to higher education in Atlantic Canada and share their framework combining mentorship and students as partners, showcase the importance of experiential learning and interdisciplinary education, and demonstrate the value of accessibility. This presentation will provide educators with tools to transform pedagogy into practice, and equip students with strategies to actualize their aspirations for higher education into reality