1,720,962 research outputs found
Dougherty, Meaghan
No full textcurrentEdD (Post-Secondary Leadership), Simon Fraser University
MA (Criminology)
BA (Hons.) (Criminology)
Co-Coordinator, Youth Justice Program
Areas of Instruction: Substance use and mental health, Social research methods, Professional ethics, Practicum
CYC Practice Expertise: Youth Justice, Substance use, Non-profit management
My research interests include the complex relationship between education and the labour market, the transition from post-secondary education to work, relational practice, criticality, and teaching and learning encounters. Meaghan has a particular interest in relational and performative ontologies and methodologies that explore more-than-human entanglement
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
Reconceptualizing the school-to-work transition
No full textPresented at the Douglas College Research Cafe, March 24, 2022
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
Full text linkThe 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
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
The messiness of becoming - researcher: the importance of qualitative inquiry in understanding the "posts"
Full text linkPresented 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
Voice and affect in entangled phenomena: Experimenting with writing voice to promote responsibility
Full text linkPresented 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
Teaching research methods: Assessing the state of the field of research
Full text linkConference presentationPresented at the American Educational Research Association (AERA), 2022 Annual Meeting in San Diego, California as part of a roundtable session entitled 'Instructional Strategies that Support Student Learning.
(Mis)measuring developmental math success: classroom participants’ perspectives on learning
No full textPoor completion outcomes in community colleges’ developmental education programs have spurred reforms in developmental education policies and practices in order to increase students’ chances of success. In the case of developmental math, the focus of this article, such changes include revisions to testing and placement policies, amendments to the intended curriculum, and restructuring of the format and sequencing of courses. However, the measures that have highlighted the inadequacies of developmental math are, in themselves, insufficient for assessing the effectiveness of reforms to developmental math. Drawing on interview data from a classroom-level study of a community college’s pilot reform initiative in developmental math, we explore the learning goals articulated by the instructors and a sample of students across four pre-algebra classrooms. Through our analysis of their goals, as well as the extent to which students reported accomplishing those goals, our research underscores the important distinction between course completion and learning. This study highlights the need to assess the effectiveness of developmental math coursework in ways that extend beyond completion rates.Peer reviewedFinal article publishe
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