International development non-governmental organizations (INGOs) in the United Kingdom and Canada have demonstrated a distinct withdrawal from education programming towards campaigns and fundraising. This study explores how the nature of INGO global education programming has shifted over time. The purpose of this research is to gain a better understanding of a) the place of INGO-produced global education within the context of international development and the field of global education, and b) what type of role (if any) INGOs have to play in future global education programming. The shifts in INGO global education over time are identified through a comparative historical analysis of the socio-political and funding conditions affecting INGO-produced global education programming in Canada and the UK including the embedded case studies of two sister organizations, Save the Children UK and Save the Children Canada. This study looks broadly at the fifty year history of INGO global education, then focuses on the current experiences of two INGOs that are representative of conditions of INGO dependency within their country contexts. A conceptual framework based on the work on the educational typologies of Askew and Carnell (1998) and the ethical positionings of Barnett and Weiss (2008) is used to analyze, evaluate, explore, and describe the global education programming mechanisms prioritized by INGOs. The trend of INGO global education programming as fundraising campaigns lacks the commitment to relationship building, and the acquisition of the knowledge, skills, and attitudes that are important for developing informed and capable constituencies who would understand systemic inequalities. This begs the question as to whether INGOs are satisfied with the short-term, socially regulatory outcome of fundraising when they have the potential to facilitate the dialogical, equitable relationships that can increase the possibilities for social transformation.

This qualitative study uses multiple autobiographical narratives of racialized transgender men to examine the intersecting axes of oppression at work in the borderlands of identity. The research contributes more complex understandings of transgender lives by raising questions about how gender, race, class, and sexuality intersect in the lives of racialized transgender men, and how such identities negotiate their place in the various communities constituted by those particular social locations. In particular I look at the ways that solidarity works in the borderlands, the liminal space composed of intersecting subject positions. I ask what constitutes solidarity, and I discover the contingencies operating in the borderlands that facilitate or pose barriers to full participation and solidarity of racialized transgender men. Findings reveal the complex negotiations racialized transgender men must engage in, both within and outside of queer and feminist communities, and challenge us to think through the meanings of solidarity.

This qualitative study uses multiple autobiographical narratives of racialized transgender men to examine the intersecting axes of oppression at work in the borderlands of identity. The research contributes more complex understandings of transgender lives by raising questions about how gender, race, class, and sexuality intersect in the lives of racialized transgender men, and how such identities negotiate their place in the various communities constituted by those particular social locations. In particular I look at the ways that solidarity works in the borderlands, the liminal space composed of intersecting subject positions. I ask what constitutes solidarity, and I discover the contingencies operating in the borderlands that facilitate or pose barriers to full participation and solidarity of racialized transgender men. Findings reveal the complex negotiations racialized transgender men must engage in, both within and outside of queer and feminist communities, and challenge us to think through the meanings of solidarity.

Combining historical and ethnographic approaches, this thesis explores the relationship between marginality and the Canadian state's organization of national belonging through the technologies of immigration, settlement and citizenship. In the process it reveals how the lives of people who navigate this institution of becoming Canadian from or into marginalized social positions are shaped in complex ways by the relations of ruling underpinning the nation as a whole, such as colonialism, capitalism, and patriarchy. Data-gathering and analysis proceeded from the standpoint of people whose religion, sexuality, "race", gender, or class positioned them in the margins of a textually mediated and hierarchical policy matrix that justified either their outright exclusion or else inclusion on certain conditions. The impact of this arrangement is queried and we find that, while the fact of being Canadian often leads to improvement in life quality, this is in addition to—or even in spite of—the institutional process of becoming Canadian. The institutional process, by contrast, was found to cause things like downgrading, separation, fear, and changed beliefs and behaviours. The study also examined how people deal with this system, including the purposeful acquisition of knowledge or skills, and reliance on support networks among family, friends, and fellow migrants. Finally, some strategies of mitigation (e.g. rule-breaking) are explored. The study concludes by contrasting the institution of becoming Canadian against a universalist philosophy premised on "global citizenship" and the possibility of a world without borders. Unsurprisingly, there is considerable distance between them, but this contrast reveals inspiring areas for resistance, action and change.

Combining historical and ethnographic approaches, this thesis explores the relationship between marginality and the Canadian state's organization of national belonging through the technologies of immigration, settlement and citizenship. In the process it reveals how the lives of people who navigate this institution of becoming Canadian from or into marginalized social positions are shaped in complex ways by the relations of ruling underpinning the nation as a whole, such as colonialism, capitalism, and patriarchy. Data-gathering and analysis proceeded from the standpoint of people whose religion, sexuality, "race", gender, or class positioned them in the margins of a textually mediated and hierarchical policy matrix that justified either their outright exclusion or else inclusion on certain conditions. The impact of this arrangement is queried and we find that, while the fact of being Canadian often leads to improvement in life quality, this is in addition to—or even in spite of—the institutional process of becoming Canadian. The institutional process, by contrast, was found to cause things like downgrading, separation, fear, and changed beliefs and behaviours. The study also examined how people deal with this system, including the purposeful acquisition of knowledge or skills, and reliance on support networks among family, friends, and fellow migrants. Finally, some strategies of mitigation (e.g. rule-breaking) are explored. The study concludes by contrasting the institution of becoming Canadian against a universalist philosophy premised on "global citizenship" and the possibility of a world without borders. Unsurprisingly, there is considerable distance between them, but this contrast reveals inspiring areas for resistance, action and change.

The purpose of this study was to explore how the role of Ontario college faculty has evolved since the advent of the Post-Secondary Education Choice and Excellence Act of 2000 and the Colleges of Applied Arts and Technology Act of 2002, and to consider whether or not the decision to create a research culture at the colleges included making time available to the professoriate to engage in applied research activities. Web content was analyzed to select four Ontario colleges at various stages of research evolution using D.J. Madder’s typology of college research and innovation. The study compared the current state of the four Ontario colleges focusing on whether the institutions had developed policies or procedures to provide time for faculty-based applied research. Interviews were also conducted with two senior members from the relevant provincial government sector involved in planning the implementation of applied research in the colleges, and with five senior college leaders who were present in the college system when the Acts were introduced. Additional interviews with four senior college leaders examined the current conditions surrounding the development of applied research cultures in Ontario colleges. Findings indicated that regardless of where a college is located on Madder’s typology of research evolution, time for applied research activities is provided to the college faculty in an inconsistent manner. Ontario colleges may want to consider what other jurisdictions have done to develop successful, applied research-focused colleges. The development of a more robust, fully integrated applied research culture in the colleges will require more comprehensive planning by the colleges either by themselves or in concert with agencies of the Ministry of Training, Colleges and Universities, than has been experienced to date. As long as the Collective Agreement governing the allotment of time for faculty activities exists in its current iteration, allocating time for faculty to engage in applied research activities outside the classroom will likely continue on an ad hoc basis. In the near term, having curriculum-based applied research activities could partially solve the problem, accommodate program specific needs, and be of enormous benefit to students and faculty alike.

The purpose of this study was to explore how the role of Ontario college faculty has evolved since the advent of the Post-Secondary Education Choice and Excellence Act of 2000 and the Colleges of Applied Arts and Technology Act of 2002, and to consider whether or not the decision to create a research culture at the colleges included making time available to the professoriate to engage in applied research activities. Web content was analyzed to select four Ontario colleges at various stages of research evolution using D.J. Madder’s typology of college research and innovation. The study compared the current state of the four Ontario colleges focusing on whether the institutions had developed policies or procedures to provide time for faculty-based applied research. Interviews were also conducted with two senior members from the relevant provincial government sector involved in planning the implementation of applied research in the colleges, and with five senior college leaders who were present in the college system when the Acts were introduced. Additional interviews with four senior college leaders examined the current conditions surrounding the development of applied research cultures in Ontario colleges. Findings indicated that regardless of where a college is located on Madder’s typology of research evolution, time for applied research activities is provided to the college faculty in an inconsistent manner. Ontario colleges may want to consider what other jurisdictions have done to develop successful, applied research-focused colleges. The development of a more robust, fully integrated applied research culture in the colleges will require more comprehensive planning by the colleges either by themselves or in concert with agencies of the Ministry of Training, Colleges and Universities, than has been experienced to date. As long as the Collective Agreement governing the allotment of time for faculty activities exists in its current iteration, allocating time for faculty to engage in applied research activities outside the classroom will likely continue on an ad hoc basis. In the near term, having curriculum-based applied research activities could partially solve the problem, accommodate program specific needs, and be of enormous benefit to students and faculty alike.

International development non-governmental organizations (INGOs) in the United Kingdom and Canada have demonstrated a distinct withdrawal from education programming towards campaigns and fundraising. This study explores how the nature of INGO global education programming has shifted over time. The purpose of this research is to gain a better understanding of a) the place of INGO-produced global education within the context of international development and the field of global education, and b) what type of role (if any) INGOs have to play in future global education programming. The shifts in INGO global education over time are identified through a comparative historical analysis of the socio-political and funding conditions affecting INGO-produced global education programming in Canada and the UK including the embedded case studies of two sister organizations, Save the Children UK and Save the Children Canada. This study looks broadly at the fifty year history of INGO global education, then focuses on the current experiences of two INGOs that are representative of conditions of INGO dependency within their country contexts. A conceptual framework based on the work on the educational typologies of Askew and Carnell (1998) and the ethical positionings of Barnett and Weiss (2008) is used to analyze, evaluate, explore, and describe the global education programming mechanisms prioritized by INGOs. The trend of INGO global education programming as fundraising campaigns lacks the commitment to relationship building, and the acquisition of the knowledge, skills, and attitudes that are important for developing informed and capable constituencies who would understand systemic inequalities. This begs the question as to whether INGOs are satisfied with the short-term, socially regulatory outcome of fundraising when they have the potential to facilitate the dialogical, equitable relationships that can increase the possibilities for social transformation.

Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / Millions of Americans profess belief in God and follow a Protestant Christian belief system. However, very little research or literature explores their participation in religious adult education. Several areas within adult education are exhaustively researched such as health care, leisure, and career related courses, but studies within religion go largely unexamined. This study sought to develop an understanding concerning deterrents to participation in religious adult education. Additionally, this study sought to compare deterrents in the Protestant Christian church to deterrents experienced by the general adult population in their pursuit of education. This study used a modified Deterrents to Participation Scale-General (DPS-G) Likert scale survey to gather both demographic and barrier to participation information. Data collected from the survey was analyzed using a variety of descriptive and nonparametric statistical tests. Comparative analyses were conducted to liken deterrents to participation in religious adult education to the general adult population. The study revealed that all six deterrents to participation categories found on the DPS-G survey instrument had a bearing on a Protestant Christian’s religious adult education participation. The barrier to participation found to deter the most demographic groups was personal problems. This deterrent was followed in order of magnitude by: lack of confidence, time, lack of relevance, low personal priority, and cost. This study also found that barriers deterring adult Protestant Christian participation vary from those deterring the general adult population’s participation in secular educational programs. This study was exploratory and, as such, can be used for future researchers to examine why certain deterrents impact certain demographic groups. However, in the interim this research can be used for religious adult education program planners to better understand deterrents to participation and develop courses of action to help overcome these barriers.

Since the 1960s, over 65,000 young Canadians have participated in volunteer abroad programs (Tiessen, 2008). Lately, the media and academia have questioned and criticized the benefits of volunteerism as development. This study highlights how issues of power and privilege extend beyond the individual, and reaches into institutional structures. The research design uses Institutional Ethnography (IE) as a method of inquiry, and maps out the social relations between the experiences of seven former youth volunteers and field staff, and their organizations. The aim is to explore how to improve individual and organizational pedagogy in the field of international volunteering, so that equity becomes a commitment by everyone in the development of sustainable and just communities.