Social economy community development organizations (SECDOs) are social service organizations that provide poverty relief but do not necessarily inspire a counter-hegemonic antipoverty strategy against a neoliberal welfare state. Tension between providing human social services and engaging in advocacy is at the core of how SECDOs may be both complicit to as well as working against the neoliberalization of the welfare state. This study explores how SECDOs can nurture a new paradigm for community economic development organizations. Through a case study of a Canadian settlement house, the research demonstrates how transforming work may encourage a culture of organic intellectualism or, a culture of emancipatory consciousness-raising. By re-organizing workplace practices, such as working collaboratively, providing a hub for services and engaging in popular education, transformative SECDOs help provide the conditions for citizens to affect governance. The research theorizes how SECDOs may foster a culture of organic intellectualism to promote the transformative social economy.

Social economy community development organizations (SECDOs) are social service organizations that provide poverty relief but do not necessarily inspire a counter-hegemonic antipoverty strategy against a neoliberal welfare state. Tension between providing human social services and engaging in advocacy is at the core of how SECDOs may be both complicit to as well as working against the neoliberalization of the welfare state. This study explores how SECDOs can nurture a new paradigm for community economic development organizations. Through a case study of a Canadian settlement house, the research demonstrates how transforming work may encourage a culture of organic intellectualism or, a culture of emancipatory consciousness-raising. By re-organizing workplace practices, such as working collaboratively, providing a hub for services and engaging in popular education, transformative SECDOs help provide the conditions for citizens to affect governance. The research theorizes how SECDOs may foster a culture of organic intellectualism to promote the transformative social economy.

The widely acknowledged doctor shortage in Canada has recently motivated a more critical look at the licensure rates of International Medical Doctors (IMDs), also known as International Medical Graduates (IMGs). However, very little research has been conducted on the experiences of IMDs before they enter the Canadian medical system. This qualitative study collected interview data from 15 diverse IMDs seeking licensure in Ontario, Canada. The participants varied with respect to age, country of origin, English language proficiency on arrival, and time in Canada. In addition, two bridging support programs were observed, and interviews were conducted with three educators from the programs. The interviews were analysed using thematic content analysis (Boyatzis, 1998; Miles & Huberman, 1994). An analysis of metaphors used by the IMDs to describe their experiences during the licensing process supported the use of poetic representation for key findings, resulting in three poems that are interspersed in the body of the thesis (Ellingson, 2011; Glesne, 1997; Richardson, 2002; Richardson & Adams St. Pierre, 2005). The theoretical framework of the research was informed by Vygotskian Sociocultural Theory, which views learning as inseparable from social interaction and context (Vygotsky, 1987). Third-generation Activity Theory (AT), which has descended from Vygotsky’s work, was applied to highlight the higher-level systemic issues related to medical licensing. Results of this study indicate that IMDs with lower English proficiency face substantial difficulties on arrival, with limited access to the type of medically-relevant language instruction needed to support them. In fact, all pre-licensure IMDs struggle to access the interactional learning opportunities (i.e., Vygotskian “mediational means”) to support their entry into the system. Licensing challenges include limited exam preparation resources that support acquisition of Canadian cultural content; unequal access to clinical observerships; and a selection process which lacks transparency and emphasizes a screening tool unfamiliar to IMDs, the residency interview. Implications of this study include the revisiting of immigration policy; increasing the transparency and effectiveness of the selection process/residency interview; reviewing the role of clinical observerships in the selection process and exploring the potential of observerships to function as a licensure portfolio assessment.

The purpose of this study was to examine formal volunteering among retirees in order to explore whether their volunteer experiences represent an extension of their career in the paid workforce or whether their volunteer activities represent a completely new direction, and how this influences their career self-concept, as interpreted through Donald Super’s life-span, life-space theory of career development. This study employed a developmental mixed-method design. In Phase 1, qualitative interviews were conducted with 12 participants to better understand retirees’ volunteer experiences. Phase 1 informed the design of an instrument for the Phase 2 survey which examined the issues among a larger sample of 214 retirees. The Phase 2 results supported the Phase 1 findings and indicated that many retirees sought an extension of career in volunteer activities in that they used similar skills and knowledge. Study participants also displayed a desire for lifelong learning. Retirees relinquished their paid-work career, took on the retiree and volunteer roles, and integrated these roles within their career self-concept to create a new sense of self. These results indicated that the retirees had entered a new stage of life, qualitatively different from ‘retirement’. To better reflect the experiences of these retirees, it was proposed that Donald Super’s life-span, life-space theory of career development be extended to include Redirection. This theorizing is consistent with the finding that retirees both wanted to and are able to integrate previous paid work elements as well as seek out lifelong learning opportunities within their volunteer activities. This study demonstrates that the volunteer role in the lives of retirees can lead to personal renewal and reshaping of the career self-concept, or what is labeled as the stage of Redirection. This study also has implications for volunteer management, retirement planning and social policy, and may be of interest to volunteer managers, nonprofit organizations, career counsellors, financial planners, retirement planning consultants, life coaches and policy planners.

The concepts of intersectionality and interlocking identities came out of needs raised by communities and then academics wrote about it. This dissertation examines these concepts and how these resonate with the ways that feminist educators conceptualize and facilitate non-credit learning processes with women. This research focuses on 10 differently-located feminist educators and the processes they lead that meet a range of learning goals. Specifically, this research examines the learning practices that these educators used to help women learners gain a consciousness around their identity and issues of power and oppression. I then discuss how these practices resonate with the theoretical frameworks of intersecting and interlocking oppressions. Anti-oppression, feminist informed research and feminist standpoint theories informed the research approach. The Critical Appreciative Process, which builds on the Appreciative Inquiry (AI) method, was used to explore what is working within feminist non-credit learning processes. In addition, two case studies were elaborated on in order to examine the learning practices that were particularly successful. The educators reflected on several barriers involved in bringing differently-located women together to explore and address the power dynamics associated with power and oppression. These included the defensiveness, denial and avoidance associated with acknowledging and addressing privilege. The educators also shared effective practices for addressing such barriers. Key practices included creating an environment for difficult conversations, working intergenerationally, using theoretical frameworks to deconstructing interpersonal dynamics occurring in the group and providing tools to draw on everyday experiences and challenge (inappropriate) behaviours. Additionally, specific activities for raising learners’ awareness of their own complex and multiple identities and how these identities are co-constructed through interactions with others were detailed. This study revealed the limitations of intersectionality and interlocking identities frameworks in praxis, as well as the ways in which an awareness of identity, difference and power creates an entry point for intersectional and interlocking awareness that aids feminist movements. This research makes a contribution to strengthening the praxis of feminist educators facilitating non-credit processes. Within feminist theorizing, this research also makes an important contribution in contextualizing intersectionality and interlocking identities frameworks within a range of feminist non-credit learning practices.

Thèse de doctorat réalisée avec le soutien financier du Conseil de recherches en sciences humaines (CRSH) du Canada / Problématique : Les milieux de la santé connaissent d’importants changements dans leur fonctionnement avec l’émergence de pratiques basées sur la participation et l’engagement des patients. Appelés à être partenaires, bon nombre d’adultes ne sont toutefois pas en mesure de traiter et d’utiliser l’information en lien avec leur santé en raison d’un faible niveau de littératie. Aussi, les intervenantes et intervenants du milieu cherchent à développer leur compréhension du phénomène et leurs compétences afin de fournir une information accessible à ces personnes et favoriser leur autonomie dans leurs démarches de santé. Or, peu de données empiriques existent quant au développement de ces compétences en milieu du travail. Objectif : Décrire la façon dont des intervenantes et intervenants développent, en cours de pratique, les compétences permettant de soutenir la participation d’une clientèle de faible niveau de littératie à ses soins de santé. Méthodologie : Trente entrevues semi-structurées ont été réalisées auprès d’intervenantes et intervenants inscrits dans une pratique orientée vers l’autonomie et la participation d’une clientèle à risque sur le plan de la littératie : 9 en médecine et pharmacie, 9 en soins infirmiers, 9 dans des champs connexes (nutrition, psychologie, travail social, etc.) et 3 agissant à titre de pairs aidants. En s’appuyant sur Le Boterf (2009, 2010), un modèle de développement de la compétence articulant les trois dimensions suivantes a orienté l’analyse des données : 1) la pratique professionnelle et la performance, soit « ce que je fais/les résultats », 2) la réflexivité, « ce que je pense/vis dans ma pratique » et 3) les ressources, « ce que j'utilise pour apprendre/pour agir. » Le traitement des données, via des cartes conceptuelles, a mené à un modèle de développement professionnel en milieu de travail validé auprès de 5 des personnes interviewées, mais aussi à un modèle de bonnes pratiques au regard de l’agir en matière de pro-littératie. Résultats : Les « bonnes pratiques » identifiées reposent sur quatre piliers, soit 1) mettre en œuvre un partenariat dans et au regard des soins dans une perspective « patient » en lien avec la maladie, la langue et l’écrit; 2) porter attention à des indicateurs de la littératie autres que la scolarité; 3) personnaliser la communication; 4) faciliter l’accès et l’utilisation de l’information, notamment par un soutien pour Internet. Les résultats orientent vers un apprentissage professionnel essentiellement autodirigé s’actualisant par une orchestration de moyens pour apprendre, tant structurés que spontanés, dans l’environnement de travail. Les savoirs « experts » liés à une pratique pro-littératie semblaient détenus par les personnes au sein de l’organisation. Les patients intervenant dans les équipes interprofessionnelles se sont avérés des ressources clés pour développer des savoirs au regard de la communication avec une clientèle qui a un vocabulaire et une façon d’apprendre qui peuvent être différents. Retombées : Le modèle de développement professionnel proposé identifie plusieurs cibles pour soutenir et favoriser le développement des compétences en littératie en milieu de travail. Les groupes d’échange et de travail, notamment ceux intégrant des patients, créent des espaces propices à une coconstruction des savoirs nécessaires à une pratique pro-littératie. / Context : Health care organizations and communities are experiencing significant changes with the emergence of practices based on patients’ participation and engagement. Called to be partners, many adults, however, are not able to process and use information related to their health because of low literacy. Hence, health professionals and community stakeholders are expected to develop their practices and their skills in order to reach them adequately so that they take an active role for their health. However, little empirical data exist regarding the development of these skills in a work-based environment. Objective : Describe how health care practitioners develop their skills to support the participation of patients with low literacy. Methodology : Thirty semi-structured interviews were conducted with male and female workers enrolled in practices oriented towards autonomy and participation of those at risk in terms of literacy : 9 in medicine and pharmacy, 9 in nursing, 9 in related fields (nutrition, psychology, social work ...) and 3 peer support workers. Building on Le Boterf (2009, 2010), a model of competence development articulating the following three dimensions has oriented data analysis : 1) professional practice and performance, that is "what I do / the results"; 2) reflexivity, "what I think and live in my practice"; and 3) resources, "what I use to learn / to act." Data processing, through concept maps, led to a model of workplace’s professional development validated with five of those interviewed and also to a model of good practices. Results : From the data, "good practices" emerged as based on the following four pillars that required to : 1) implement a partnership in health care within a patient’s perspective in terms of his or her disease and spoken/written language; 2) pay attention to indicators of literacy other than education; 3) personalize communication; 4) facilitate access and use of information, including support for Internet. Results show a professional development, mainly self-directed, together with structured and spontaneous learning within the work environment. Knowledge "experts" associated with "good practices" in health literacy seemed held by people within the organization. Patients involved in interprofessional teams appeared to be key resources to develop knowledge in terms of communication with an adult who has his own vocabulary and way of learning. Applications : The proposed professional development model identifies several targets in the workplace to support and promote skills development towards literacy. Exchange and working groups, including those incorporating patients, create spaces conducive to co-construction of necessary knowledge for effective practice in literacy.

Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction.

Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction.

Heuristic qualitative research techniques (Moustakas,1990) were used to explore the dynamic of the help-seeking / helping relationship in illegal drug use from the perspective of the professional. Six professionals, expert in helping people living with an addiction, shared their opinions and insights, analyzed problems, explained the rewards, and made recommendations for improvement, based on their own practices within the health care and social services systems. These professionals identify stigma as a major barrier to the provision of quality care in addictions, and analysis shows that a cultural predilection for scapegoating underlies the application of stigma. The many layered social purposes served by the designation of certain substances as illegal and the utility of scapegoating to hegemonic, vested interests is surveyed. This thesis reviews the true social costs of addictions, the entrenched and enmeshed nature of the alternate economy, and the many above ground institutions and professions sustained by the use of drugs designated as illegal. Prohibition and imprisonment as a response to illegal drug use is exposed as costly, inhumane, dangerous, and overwhelmingly counterproductive in terms of limiting harm from illegal drug use. A recent example of drug prohibition propaganda is deconstructed. Consideration is given to the role of the Drug War as a vehicle to accelerate social creep toward a fragmented self-disciplining surveillance society of consumer-producers in the service of economic elites. Classism is brought forward from a fractured social ground characterized by many splits: sexism, racism, age-ism, able-ism, size-ism, locationism, linguism, and others, to better track the nature of the social control that illegal drugs offer to economic elites. The moral loading that surrounds illegal drug use is deconstructed and the influence of religion is presented for discussion. The primitive roots of human understanding that endorse the ritual Drug War and its supporting mythology, leading to the demonization of illegal drugs and the people who use them, are uncovered. Direction is taken from Benner and Wrubel’s Primacy of Caring (1989) and other leaders in the professions as a means to move practitioners away from their roles as agents of social control into a paradigm of social change.

Heuristic qualitative research techniques (Moustakas,1990) were used to explore the dynamic of the help-seeking / helping relationship in illegal drug use from the perspective of the professional. Six professionals, expert in helping people living with an addiction, shared their opinions and insights, analyzed problems, explained the rewards, and made recommendations for improvement, based on their own practices within the health care and social services systems. These professionals identify stigma as a major barrier to the provision of quality care in addictions, and analysis shows that a cultural predilection for scapegoating underlies the application of stigma. The many layered social purposes served by the designation of certain substances as illegal and the utility of scapegoating to hegemonic, vested interests is surveyed. This thesis reviews the true social costs of addictions, the entrenched and enmeshed nature of the alternate economy, and the many above ground institutions and professions sustained by the use of drugs designated as illegal. Prohibition and imprisonment as a response to illegal drug use is exposed as costly, inhumane, dangerous, and overwhelmingly counterproductive in terms of limiting harm from illegal drug use. A recent example of drug prohibition propaganda is deconstructed. Consideration is given to the role of the Drug War as a vehicle to accelerate social creep toward a fragmented self-disciplining surveillance society of consumer-producers in the service of economic elites. Classism is brought forward from a fractured social ground characterized by many splits: sexism, racism, age-ism, able-ism, size-ism, locationism, linguism, and others, to better track the nature of the social control that illegal drugs offer to economic elites. The moral loading that surrounds illegal drug use is deconstructed and the influence of religion is presented for discussion. The primitive roots of human understanding that endorse the ritual Drug War and its supporting mythology, leading to the demonization of illegal drugs and the people who use them, are uncovered. Direction is taken from Benner and Wrubel’s Primacy of Caring (1989) and other leaders in the professions as a means to move practitioners away from their roles as agents of social control into a paradigm of social change.