This dissertation recognizes that reading is far more than decoding and identifying individual words on the printed page. Reading is not only a matter of skill and strategy, but it is also intertwined with choice, access, self-efficacy, and self-advocacy as a reader. While many students will develop these characteristics within the context of traditional print texts, there will be some who have limited access to print texts as a result of inefficient word-solving and code breaking. This ethnographic inquiry recounts the story of one classroom community nested within multiple contexts, as individual participants emerge into the world of text-to-speech technology. Students and teachers in this inquiry came to view text-to-speech technology not as an isolated support or an add-on, but as an alternative text format. It became a choice they could make similar to that of genre or author. Participants in the inquiry developed a sense of empathy for and understanding of readers who struggle and the role that technology can play in the reading process. Participant tales describe three students' discovery of text-to-speech technology and the choices they made with regard to ongoing use. This inquiry acknowledges the complexity of implementation and discusses supportive contexts for text-to-speech technology use. Results suggest that belief systems, legitimate use, time, and opportunity are pre-requisites for meaningful and authentic implementation and adoption. This inquiry adds to our understanding of how new technologies can be used to support and enhance reading in the classroom. This inquiry suggests that text-to-speech technology is a contemporary innovation that should be considered part of best practice instruction for all students, not simply those who struggle. Text-to-speech technology, offered as a whole class intervention, is one way to recognize the diversity of students and celebrate individual difference, instead of accentuating it. / Cette thèse constate que la lecture est bien davantage que l'acte de décoder et d'identifier différents mots sur la page imprimée. La lecture est non seulement une question de compétence et de stratégie, mais elle est également entrelacée avec le choix, l'accès, l'efficacité de l'individu et les préférences qu'il exige en tant que lecteur. Tandis que beaucoup d'étudiants développeront ces caractéristiques dans le contexte des textes traditionnels, il y en aura qui ont auront un accès limité aux textes en raison de difficultés de décodage et de comprehension des mots. Cette enquête ethnographique raconte l'histoire d'une communauté particulière de salle de classe nichée dans des contextes multiples, où les différents participants émergent au monde de la technologie texte-voix. Les étudiants et les professeurs dans cette enquête ont appris à considérer la technologie texte-voix non pas comme un appui isolé ni un ajout, mais plutôt comme une veritable mise en forme alternative devenue un choix qu'ils puissant faire, semblable à un choix de genre ou d'auteur. Les participants dans l'enquête ont développé un sens d'empathie pour les lecteurs en difficulté et une compréhension approfondie du rôle que la technologie puisse jouer dans le processus de lecture. Les rapports des participants décrivent la découverte par trois étudiants de la technologie texte-voix et des choix qu'ils ont faits en ce qui concerne l'utilisation continuelle de cette technologie. Cette enquête reconnaît la complexité de l'exécution de ce mode d'emploi de la technologie et discute des contextes de support pour l'usage de la technologie texte-voix. Les résultats suggèrent que l'acceptation, l'utilisation légitime, le temps, et l'occasion en seraient des conditions préalables à l'exécution et à l'adoption signicatives et authentiques. Cette enquête s'ajoute à notre compréhension de la façon dont certaines nouvelles technologies puissent êt

My study focuses on b-boying, the archetype of hiphop dance, to better understand the informal teaching and learning processes embodied in the freestyle or raw b-boy cipher (improvisational dance circle). I draw from an ethnographic approach to investigate how hiphop aesthetic practices influence people's ways of doing and habits of mind. In particular, participant observation structures my activities at 13 hiphop events. These observations are complemented by an in-depth interview with Buddha, co-founder of the Canadian Floor Masters, Canada's oldest b-boy dance crew. The theoretical framework uses Lave and Wenger's concept of situated learning in tandem with Nonaka's organizational theory of knowledge creation. By analyzing the cipher as a potential site for dancers to experience a conscious readiness to change I find that 1) situated learning and knowledge creation are closely related; 2) knowledge creation and hiphop practices are connected; 3) b-boy culture resembles an innovative knowledge community that shares personal knowledge to create and advance communal knowledge. The research approach I practice may help educators better understand how a neighbourhood activity created over 30 years ago by and for some South Bronx youth has developed into a global practice produced and consumed by many of today's youth and adults. / Mon étude porte sur le b-boying (break boy, danseur), archétype de la danse hip-hop, pour dégager l'enseignement et les procédés d'apprentissage informels inhérents aux cercles de danse improvisée – création libre (freestyle ou raw cipher). Ma méthodologie intègre certains aspects d'observation participante selon la trajectoire de recherche s'intéressant à l'influence des pratiques hip-hop sur les façons de faire et de penser. Ceci oriente mon observation participante de 13 événements et mon entrevue en profondeur avec Buddha, de la plus ancienne troupe de breaking du Canada, Canadian Floor Masters. Mon cadre théorique s'appuie sur l'apprentissage situé de Lave et Wenger, et la création du savoir de Nonaka. J'analyse le cercle de danse comme lieu permettant de s'ouvrir consciemment au changement, constatant que : 1) il existe une corrélation entre l'apprentissage situé et la création du savoir; 2) la création du savoir et les pratiques hip-hop sont interreliées; 3) la culture b-boy évoque une communauté de savoir novatrice partageant des connaissances personnelles pour générer et faire progresser un savoir collectif. Mon approche aiderait les éducateurs à mieux comprendre comment cette activité de quartier créée il y a trente ans, par et pour des jeunes du South Bronx, s'est transformée en pratique réalisée et consommée à l'échelle du globe par les jeunes et les adultes contemporains.

This study qualitatively evaluated the adoption of critical approaches to teaching English as a second or foreign language (ESL) in the particular context of the private language school industry. The research questions focused on the flexibility of the curriculum, on the room it affords for critical pedagogy and on the challenges of implementing critical lesson plans in the ESL classroom. With the help of four teachers, I explored the practical implications of implementing critical lessons in multicultural ESL classrooms at a Canadian private language school. While the general conclusion of the teachers' experiences provides an encouraging and a positive outlook on a more generalized integration of critical pedagogy in the ELT curriculum, some of the challenges encountered included preparation time for lesson planning, addressing students' linguistic needs, and the tension between the business culture of the ELT industry and the principles of critical pedagogy. / Cette thèse explore l'impact d'une approche critique (traduite pédagogie critique) dans l'enseignement de l'anglais langue seconde ou langue étrangère, dans le cadre de l'industrie des écoles de langues privées. Je cherchais a évaluer la flexibilité du curriculum de l'école, dans quelle mesure ce curriculum facilitait l'adoption d'une méthodologie critique, et les défis que présentait l'adoption de cette méthodologie dans une classe d'anglais langue seconde. Bien que de façon générale, l'expérience des quatre enseignants ayant participé à cette étude ait été positive, certains défis associés à cette méthodologie se sont présentés: le temps demandé pour la planification des cours, l'exigence de répondre aux besoins linguistiques des étudiants, et les antagonismes potentiels entre la culture corporative de l'industrie de la didactique de l'anglais langue seconde et les principes de la pédagogie critique.

The enthusiasm for a positivistic approach to sexuality education has begun to subside. Recognizing that sexuality is more than a biological phenomenon, and that education is more than just information, sexuality educators throughout North America are now acknowledging the importance of values. There are two problems, however, with the philosophical orientation on values within the literature. The first problem is the pervasive view that teachers should remain neutral to facilitate value clarification. The commitment to neutrality is often based on an appreciation and respect for pluralism, on the subjective nature of values, and on the integrity of persons. The commitment to neutrality, however, confuses pluralism with relativism, subjectivity with subjectivism, and integrity with validity. / The second problem is the conceptualization of sexual-values education as a solution to problems like unwanted teenage pregnancy and sexually transmitted diseases. This view of sexuality education reduces education to schooling, valuing to decision-making, and sexuality to problems arising from coitus. It evaluates the success of educational efforts according to strictly utilitarian criteria. In this thesis, sexual-values education is reconceptualized as a life-long process, and a successful sexual-values education is redefined by its capacity to be celebrational, hospitable, meaningful, and life-enhancing.

Sexuality education is a controversial subject, which gave rise to many heated debates about whether sexuality education should be taught in schools. Many studies found that parents, although the primary educators of sexuality, were abdicating this very important responsibility. This led to their children seeking information from their peers and the media. A few children turned to their teachers whom they could trust. With the increase in teenage pregnancies, child rape and HIV/AIDS, the Minister of National Education, Prof. Kader Asmal, advocated that sexuality education should be taught in schools and not left solely to the parents. Hence, he mandated the implementation of sexuality education in schools in 2002. One of the vital components of sexuality education is teaching children about relationships, not specifically sexual relationships but relationships with significant others. An extensive literature survey revealed that there was a paucity of research in this area. Hence, this study investigated the influence sexuality education in schools was having on Grade 7 learners' relationships with parents, teachers and peers. Learners needed to communicate with their parents, teachers and peers on matters pertaining to sexuality as they experienced it, in order to improve their relationships. Schools were expected to use the whole school policy approach in implementing sexuality education in order to fortify the learners' relationships with others. The purpose of this study was to find out if implementing sexuality education in schools was improving learners' relationships with significant others. Indian and Black learners from two schools in Tongaat, KwaZulu-Natal, were selected to participate in the study. Data were gathered by means of a questionnaire and selected semi-structured interviews. A qualitative and quantitative analysis of the results revealed that many learners were turning to same gender learners and Life Orientation teachers to talk to on matters pertaining to sexuality. However, they expressed feeling uncomfortable and shy when discussing sexuality related issues, especially with parents, other teachers and opposite gender learners. Most of the learners preferred confiding in their mothers or female teachers on issues regarding sexuality. It was also found that boys and girls preferred to be separated during sexuality education sessions because they felt more at ease with their own gender peers. Overall, it was found that the whole school policy approach to teaching sexuality education was not very successful, as reflected in the variable responses to the influence of sexuality education on learners' relationships with others. The findings of this study led to the following recommendations being made to the Department of Education: engaging in more intensive workshops to promote the whole school policy approach to teaching sexuality education in schools; devising a proper monitoring system to check the implementation of sexuality education in schools; engaging female Life Orientation teachers and screening sexuality education teachers. As the relationship between Life Orientation teachers and learners appeared to be positive, Life Orientation teachers could serve as facilitators to bridge the gap amongst all relevant stakeholders involved in the learners' education regarding sexuality. Other teachers could improve their relationship with learners by trying to integrate sexuality education into their learning areas, which would allow learners to develop rapport and trust with them when discussing sexuality issues. Most importantly, a suggestion was made to parents to form a partnership with schools to strengthen their relationships with their children. Children are bound to communicate more effectively with their parents about sexuality if they see their parents liaising with the schools and showing an active interest in their progress. Finally, it must be noted that this study is not without limitations. The chosen sample was not representative of the entire population of KwaZulu-Natal. Therefore the results cannot be generalised. This study was also limited racially to Indian and Black learners. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.

This dissertation is an autobiographical account of the author's experience as a musician and as an educator. The author takes us on a journey from his childhood through his adult life, starting with the arrival of his parents as immigrants to Canada. In the first section, he explores the difficulties that second generation children face in the Canadian public school system. Through self-analysis and concrete examples, he demonstrates the struggles that he faced when trying to assimilate to Canadian Culture. In section 2, he examines the way music guided his development and contributed to his changing identity. This section includes the discovery of different music genres and sub cultures. In section 3, the author explores his life as a young adult and his quest for truth through cultural exploration and formal education. In the last section, he concludes with the concrete projects that were made possible by the merger between his musical and educational career. The purpose of this thesis is to explore the two fields in order to inform the creation of alternative educational programs in Quebec. / Ce projet est un compte autobiographique provenant des expériences de l'auteur, entant que musicien et éducateur. L'auteur nous raconte sont vécu, commençant avec l'immigration de ses parents au Canada. Dans la première section, il explore les difficultés subis par les enfants d'immigrants, dans le système scolaire canadien. Par l'analyse de soi il démontre les luttes auxquelles il a fait face en essayant de s'assimiler à la culture canadienne. Dans la deuxième section, il examine comment la musique a guidée son développement et a contribuée à une identité changeante. Cette section inclut la découverte de différents genres de musique et de cultures. Dans la troisième section, l'auteur fait le parcours de sa vie de jeune adulte où la quête de son identité s'est fait entre l'exploration culturelle et l'éducation formelle. Dans la quatrième section, il finit avec les projets concrets; né de la fusion entre la musique et l'éducation. Le but de la thèse est d'explorer les deux champs professionels, pour informer la création de programmes d'éducation alternative au Québec.

Neoliberal policies and globalization have significant implications for public education. This case study on Québec will examine how neoliberalism and globalization influence two aspects of its educational system. The first aspect will focus on the processes of privatization and marketization in Québec. These processes not only enable private interests to influence public education but also obfuscate the relationship between educational inequality and social inequality. The second aspect will focus on recent educational reforms which determined that globalization has significant implications for Québec education. The Québec Education Program was devised in a context where curriculum had to adapt to the changing nature of work amidst greater economic integration and more information technology. This case study will end with a chapter that is dedicated to teacher trade unionism in Québec, Canada and North America. It is through these struggles that neoliberal ideology is challenged and alternative visions for public education are presented as concrete aims. / La mondialisation et les politiques néolibérales ont des conséquences importantes au niveau de l'éducation publique. Cette étude examine l'influence du néolibéralisme et de la mondialisation sur deux aspects du système d'éducation au Québec. Le premier concerne les processus de privatisation et de marchandisation. Ces derniers non seulement permettent aux intérêts privés d'influencer l'éducation publique, mais occultent également le rapport entre les inégalités éducatives et les inégalités sociales. Le deuxième aspect porte sur la récente réforme scolaire qui illustre l'impact considérable de la mondialisation sur le système éducatif au Québec. Le Programme de formation de l'école québécoise a été élaboré dans un contexte d'ajustement du curriculum scolaire aux changements apportés à la nature même du travail par le renforcement des intégrations économiques et la prolifération des technologies de l'information. Le chapitre final est consacré à l'activité syndicale dans le domaine de l'enseignement au Québec, au Canada et en Amérique du Nord. C'est à travers ces luttes sociales que l'idéologie néolibérale est contestée et que des alternatives en matière d'éducation publique sont présentées en termes d'objectifs concrets.

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