4 research outputs found
Investigation par la technique améliorée d’analyse d’incident critique des perceptions des filles au sujet de la connexion prosociale dans le cadre d’un programme global
No full textWomen and girls are being implicated in gang-related operations at alarming rates. Anti-social gang behaviours such as drug trafficking, sexual exploitation, gun violence, and street entrenchment are of particular concern. British Columbia has seen a rise in gang-associated violence and homicide directed at or involving women over the last decade. Positive youth development initiatives such as the one in this study aim to support youth currently involved in or at risk of being involved in gangs. School personnel identify students who are exposed to anti-social gang behaviours and refer them to a wraparound program where they are matched with an adult mentor who works with them and their families to facilitate prosocial connections to five life domains: (a) school, (b) community, (c) home, (d) prosocial peers, and (e) the self. A 2012 evaluation report determined the program to be effective in reaching its objectives with a predominantly male population (84%). However, between 2015 and 2016, the program dramatically increased its responsiveness to girls, with a nearly 50% increase in female referrals. Using the enhanced critical incident technique (ECIT), the purpose of the study was to describe how female-identifying students articulate “prosocial connectedness” within the context of their experiences in a school-based wraparound gang prevention program. Critical incidents were collected by the first author, who interviewed eight girls and asked them the following: “What has helped/hindered/would have better helped facilitate your prosocial connectedness?” Findings were organized into 34 categories. ECIT analyses point to the effectiveness of using a relational/attachment model to inform strategies for gang prevention and school-based intervention in female youth.Les femmes et les jeunes filles sont de plus en plus impliquées dans des activités liées aux gangs. Des comportements antisociaux de gangs comme le trafic de drogue, l’exploitation sexuelle, la violence par les armes, et l’itinérance sont devenus des préoccupations majeures. Au cours de la dernière décennie, on a vu en Colombie-Britannique une recrudescence de la violence des gangs et des homicides à l’endroit des femmes ou les impliquant. Les initiatives de développement positif des jeunes, comme celle qui est décrite dans cet article, visent à venir en aide aux jeunes susceptibles de se joindre à des gangs et qui y sont déjà intégrés. Les membres du personnel dans les écoles identifient les étudiantes et les étudiants les plus exposés aux comportements antisociaux des gangs et les dirigent vers un programme global dans lequel ils peuvent être jumelés à un ou une mentor adulte qui travaille avec le jeune et sa famille en vue de susciter les liens sociaux dans cinq domaines : (a) l’école, (b) la collectivité, (c) la maison, (d) les pairs prosociaux, et (e) le soi. Selon un rapport d’évaluation publié en 2012, le programme semble réussir à atteindre ses objectifs auprès d’une population à prédominance masculine (84 %). Cependant, entre 2015 et 2016, le programme a sensiblement accru ses interventions auprès des filles, soit un accroissement de près de 50 % des prises en charge de femmes. En misant sur la technique améliorée de l’analyse d’incident critique, l’étude avait pour but de décrire de quelle façon les personnes étudiantes s’identifiant de sexe féminin concevaient la « connexion prosociale » dans le contexte de leurs expériences dans le cadre d’un programme global en milieu scolaire de prévention des gangs. Les incidents critiques ont été recueillis par la première auteure qui interviewa huit filles et leur posa la question suivante : « Qu’est-ce qui a contribué ou nui ou aurait pu contribuer à faciliter votre connexion prosociale? » Les résultats furent regroupés sous 34 catégories. La technique améliorée d’analyse d’incident critique semble indiquer l’efficacité de recourir au modèle relationnel ou d’attachement pour élaborer des stratégies de prévention des gangs et effectuer des interventions en milieu scolaire à l’intention des jeunes filles
"It will never be my first choice to do an online course": Examining experiences of Indigenous learners online in Canadian post-secondary educational institutions
No full textIn the era of Truth and Reconciliation (TRC), educational administrators have a responsibility to answer the Calls to Action to transform post-secondary education, to increase access for Indigenous learners and decreasing education disparity between Indigenous and non-Indigenous learners (TRC, 2015a). If distance education is an option for expanding educational opportunities, online learning environments should be scrutinized to ensure learner engagement and meaningful support for Indigenous students. This thesis uses a Community of Inquiry (CoI) (Garrison, Anderson & Archer, 2000) framework to examine existing literature and to frame the voices of 21 Indigenous participants about their experiences of supports, preferences, and online best practices. By exploring, understanding and incorporating what may be unique preferences, cultures, languages, worldviews, and ways of knowing, mechanisms to transform distance learning environments to improve engagement for Indigenous students can be identified. With the aim of synthesizing potential findings with online best practices, it may be possible to transform online delivery and development to provide a rich educational experience for students.Indigenous learnerspost-secondaryonline learningdistance educationCoIcommunity of inquiryIndigenous educatione-learningstudent supportstudent retentio
"It will never be my first choice to do an online course": Examining experiences of Indigenous learners online in Canadian post-secondary educational institutions
No full textIn the era of Truth and Reconciliation (TRC), educational administrators have a responsibility to answer the Calls to Action to transform post-secondary education, to increase access for Indigenous learners and decreasing education disparity between Indigenous and non-Indigenous learners (TRC, 2015a). If distance education is an option for expanding educational opportunities, online learning environments should be scrutinized to ensure learner engagement and meaningful support for Indigenous students. This thesis uses a Community of Inquiry (CoI) (Garrison, Anderson & Archer, 2000) framework to examine existing literature and to frame the voices of 21 Indigenous participants about their experiences of supports, preferences, and online best practices. By exploring, understanding and incorporating what may be unique preferences, cultures, languages, worldviews, and ways of knowing, mechanisms to transform distance learning environments to improve engagement for Indigenous students can be identified. With the aim of synthesizing potential findings with online best practices, it may be possible to transform online delivery and development to provide a rich educational experience for students.Indigenous learnerspost-secondaryonline learningdistance educationCoIcommunity of inquiryIndigenous educatione-learningstudent supportstudent retentio
Owning History: Indigenous Histories and Records Access; Conference Proceedings, 26 April 2024
No full text(From the Introduction:) As anyone who has set out to do research with Indigenous records knows, this research, already difficult just by the nature of the topic itself, can be even more challenging when researchers must negotiate labyrinths of confusing access requirements across a range of different organizations and archives. For academic Indigenous historical researchers and Indigenous families and communities alike, locating and accessing critical Indigenous records can be extraordinarily difficult and frustrating. Over the course of our work with the Manitoba Indigenous Tuberculosis History Project (MITHP), we’ve faced challenges and delays in accessing Indigenous records held in colonial archives, and in disseminating the information we have found when we have been able to gain access. As other researchers can attest, these challenges and delays can be exhausting, and have drawn on resources that could have been otherwise used toward actual research and knowledge creation. In addition, the ways in which access is managed deeply impacts the questions researchers can ask and the histories we can tell. During the Owning History conference, we discussed the challenges of undertaking Indigenous archival research and explored how these experiences might inspire concrete changes in records access that could lead us toward a more respectful and honourable future.... We hope that the presentations shared, and the dialogues they inspire, will support research and researchers, stimulate new ways of engaging in and approaching this kind of research, inform strategies, and deepen our understanding of the many ways records access impacted and continues to impact Indigenous individuals, families, and communities and the pursuit of justice."The Owning History: Indigenous Histories and Records Access conference and the conference proceedings were made possible in part with the generous support of the support of the University of Winnipeg, the University of Winnipeg Department of History, the Riley Fellowship in Canadian History, the Canadian Institutes of Health Research, and the Social Science and Humanities Research Council.
