120 research outputs found
Reflections: The relational practice of teaching and learning
No full textIn this essay, Meaghan Dougherty reflects upon how research she conducted on social service workers’ transition from post-secondary education to work has influenced her approach to teaching and learning. Drawing parallels to her own transition experiences, she examines how key findings from the research—including transition being a continual process, “not knowing” being an asset, and the importance of truly “being with” others—have important implications for relational practice and pedagogy. Reflecting on her developing approach to teaching and learning, the author encourage educators to rethink the importance of relational processes in educational encounters. Critically questioning our role as educators generates possibilities for social change; we can disrupt ideas about education which are taken for granted and transgress dominant ways of “being” in the classroom.Peer reviewe
In search of home: an ethnographic case study exploring collaborative educational efforts addressing rural homelessness
No full textDoctor of PhilosophyCurriculum and Instruction ProgramsKakali BhattacharyaSally J. YahnkeOver the past five years, alone, in the rural state of West Virginia, the number of identified homeless students has increased 315%— from 2,000 students to 8,300 students— which is assumed to be a conservative estimate by local and state education officials (Mays, 2014). Homelessness is often identified as an urban problem, as the most visible forms occur among street dwellers in urban settings (Joyce-Beaulieu & Sulkowski, 2014). Within rural locations, however, homelessness predominately remains a concealed issue requiring extensive collaboration to combat issues of geographic isolation and lack of support, infrastructure, and public services. This study will demonstrate how community school programming offers considerable potential to provide direct support and services within the school setting for rural homeless youth
Reconceptualizing the school-to-work transition
No full textPresented at the Douglas College Research Cafe, March 24, 2022
Voice and affect in entangled phenomena: Experimenting with writing voice to promote responsibility
No full textPresented at the 15th International Congress of Qualitative Inquiry, 2019, University of Illinois.
This presentation experiments with writing voice as it's been retheorized as emerging from entanglement. Dougherty is interested in how writing this entangled voice may help promote understanding of inseparability, intra-action, and responsibility. Not peer reviewe
Need to get somewhere fast: A critical examination of the transition from post-secondary education to work
No full textNeed to Get Somewhere Fast critically explores the transition from post-secondary education to work - it seeks to complexify the dominant view of the transition from post-secondary education to work as a linear, distinct event that can be assessed through primarily financial indicators. Complexifying our understanding of transition, as critical scholars/educators and critical practitioners, allows us to move beyond deficit-focused interventions and offers a more comprehensive understanding of how factors beyond the individual student constitute and constrain the transition experience. With a more complex understanding of transition, post-secondary educators, students, employers, and researchers can consider the pressures on students to “get somewhere fast” and support transition processes that involve complex and interrelated factors.
Need to Get Somewhere Fast is grounded in the narratives of social service workers. Social service workers, practitioners who work with marginalized people in community-based, not-for-profit agencies, are a liminal group who face significant challenges, including tenuous work, vicarious trauma, and precarity. Their narratives of navigating the neoliberal institutions of school and work highlight power relations, idealized expectations, and the experience of transition as an ongoing process. Their narratives illustrate the importance of resistance, criticality, and exploring alternate discourses of what it means to successfully transition into a professional role. Need to Get Somewhere Fast puts more-than-human, relational, and performative ontologies to work to see what is possible, from a practical, ethical perspective, for educators and educational institutions. -- From publisher website
Reconceptualising the transition from post-secondary education to work
No full textEducational researchers identify the transition from post-secondary education to the labour market as a critical point for the success of the student, and for society more broadly. This transition is often explored as a distinct phase between education and work that can be assessed based on pre-determined outcomes (i.e. employment, income). From this perspective, it is the responsibility of individual students to effectively commodify themselves and navigate their transition into employment. This focus on individual responsibility fails to question social mobility discourse and current labour market realities that significantly influence transition. In order to re-conceptualise transition, I deconstruct social mobility discourse as the foundation of transition research. Then, I draw on narratives of social service workers in British Columbia, Canada, to complexify transition and allow for more nuanced research. The narratives contradict dominant conceptualisations of transition, critiquing transition as a linear process that can be assessed through economic indicators. Recognising transition as a continual process that is influenced by a multiplicity of factors opens new ways to research. Research exploring the nuance of transition moves away from a deficit-focused, intervention approach focused on students, to critically exploring education, the labour market, and the relationship between school and work. -- PublisherPeer reviewedEmployabilitySchool-to-work transitionCritical narrative inquiryLabour marke
Re-imagining school to work transition through a relational ontology
No full textThe paper was presented at the 44 annual Association for the Study of Higher Education (ASHE) Conference, Portland, OR (November 16, 2019).Not peer reviewedConference Pape
The messiness of becoming - researcher: the importance of qualitative inquiry in understanding the "posts"
No full textPresented at the ICQI (International Congress of Qualitative Inquiry), May 2018 at University of Illinois (Urbana-Champaign). Drawing on autobiographical narratives from my research process, I examine the necessity of messiness in becoming-researcher. Specifically, I argue that struggling and stumbling through conventional humanist qualitative inquiry allows new scholars to think their way through tensions, through various theoretical ideas and concepts. I believe we, as scholars, cannot know first; it is through this process of messy sense-making that the theoretical concepts collectively known as the “posts” (e.g., deconstruction, post-structuralism, post-qualitative, etc.) take shape. I explore how my own messy experience with conventional humanist qualitative inquiry allowed me to experience “post” philosophies and altered my way of being in the world.Not peer reviewedConference presentationauto-biographical narrativeQualitative inquirypost-qualitativepost-structuralis
Political Protest, Mass Arrests, and Mass Detention: Fundamental Freedoms and (Un)Common Criminals
No full text“No Justice. No Peace.” The mass arrest and detention of over 1,105 people during the Toronto G20 summit in June 2010, including author Meaghan Daniel, prompted reflection on the connections between justice and peace and in particular, between peaceful protest, policing, detention and the justice system. The record breaking weekend of mass arrests and temporary detention of people described as “innocent bystanders” and “peaceful protestors” provoked an ongoing conversation about the criminalization of protest. It is the authors’ hope to extend this conversation beyond these (un)common criminals to the “every day” processes of criminalization and imprisonment that go largely unquestioned in this country. The article shares the narrative of Meaghan’s arrest and detention while participating as a legal observer during the G20 summit weekend. In the course of telling that story, the authors briefly reflecting on two themes: (1) the criminalization of dissent, including through the power to arrest for “breach of the peace” and the apparent impotence of constitutionally entrenched rights to free expression and peaceful assembly to restrain such police power; and (2) connections between the experiences and activism of the G20 detainees and the thousands of other prisoners in Canada – these “common criminals” with whom progressive social movements have not always seen common cause
Application of Causal Accident Systems Theoretic to hospital adverse events
No full textThesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, System Design and Management Program, Engineering and Management Program, 2014.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from student-submitted PDF version of thesis.Includes bibliographical references (pages 64-66).Despite the passage of 15 years since the Institute of Medicine sought to galvanize the nation with its report To Err is Human, the authors' goal to dramatically improve the quality of healthcare delivery in the United States has yet to be accomplished. While the report and subsequent efforts make frequent reference to the challenges of designing and obtaining system safety, few system tools have been applied in the healthcare industry. Instead, methods such as root cause analysis (RCA) are the current accepted industry standards. The Systems Theoretic Accident Model and Processes (STAMP) is a model created by Dr. Nancy Leveson that has been successfully applied in a number of industries worldwide to improve system safety. STAMP has the capability to aid the healthcare industry professionals in reaching their goal of improving the quality of patient care. This thesis applies the Causal Accident Systems Theoretic (CAST) accident analysis tool, created by Dr. Leveson based on STAMP, to a hospital accident. The accident reviewed is a realistic, fictionalized accident described by a case study created by the VA to train healthcare personnel in the VA RCA methodology. This thesis provides an example of the application of CAST and provides a comparison of the method to the outcomes of an RCA performed by the VA independently on the same case. The CAST analysis demonstrated that a broader set of causes was identified by the systems approach compared to that of the RCA. This enhanced ability to identify causality led to the identification of additional system improvements. Continued future efforts should be taken to aid in the adoption of a systems approach such as CAST throughout the healthcare industry to ensure the realization of the quality improvements outlined by the IOB in 1999.by Meaghan O'Neil.S.M. in Engineering and Managemen
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