Although activists’ conservative estimate of the number of non-status people living in Canada is well over 500,000, the Canadian government, through its exclusionary immigration, civic, and public policies, has criminalized their existence and forsaken its responsibility for their human rights. It has been abetted by international law, which largely leaves it to individual states to resolve their own issues with unregulated migration by means of deportation or regularization. This anti-racist feminist research relied on multiple methods to collect 155 survey questionnaires distributed by service providers to non-status women within the Greater Toronto Area; it also relied on thirteen individual and two focus-group interviews with service providers and activists in order to: (1) explore the lived conditions of non-status women, and (2) examine how the activities of service providers and activists address these women’s needs. The results show that living without legal immigration status has dire consequences for non-status women, placing them at high risk of physical and sexual abuse, labour exploitation, sexual and mental health challenges, excessive caring responsibilities, and unstable housing conditions. Since most publicly funded human-service agencies come under governmental control through the process of funding allocation, practitioners must meet their non-status clients’ needs in an underground manner or on compassionate grounds, while facing dual workloads, limited referral sources, and work-related burnout. This adversely affects the quality of the care these women receive. As a result, in recent years, many frontline practitioners and human-rights activists have formed campaigns and networks to confront neoliberal state policies and act as the voice of non-status women. At the same time, non-status women’s resilient power, informal learning mechanisms, and social networks have enabled them to learn new skills, navigate the system, and make Canada their new home.

This cross-disciplinary study extends existing theoretical and normative arguments regarding participatory democracy and adult informal learning by identifying the ways in which participation in community-based governance structures provides learning opportunities and builds individuals’ civic capacity. It also determines the functional characteristics of such schemes by analyzing the case of the Toronto Community Housing Corporation’s Tenant Participation System (TPS), a state-sponsored program to integrate principles of participatory democracy into the norms of public service delivery. As has been noted in the literature, people are motivated to participate for a variety of reasons, the most common being that they see a real need or potential for change in their community. However, in contrast to past research, tenants also got engaged out of a desire to learn – to learn more about local political procedures. Three conditions were noted as both sufficient and necessary to make participation happen. One was the desire to influence authority over decisions affecting tenants’ housing conditions. Second was the idea that participation has important benefits for the participants. Third was a sense of qualification, that those tenants who participate feel that they are qualified, more than others, thus they choose to step forward to represent their communities. Informal learning through the TPS had several key effects. Increased self-confidence and overcoming fear of authority helped to radically transform the traditional tenant-management relationship into a collaborative endeavour in which tenants get the opportunity to be part of the change they would like to see. In addition, the skills learned through the participatory process resulted in increased managerial efficiency – a self-reinforcing process whereby the participatory project improves through time and through the very act of participation. Learning, however, occurred through cooperation, competition and struggle as well. This study reveals two major challenges. First, the lack of discussion amongst stakeholders regarding the purpose of participation has, in some instances, resulted in confusing practices that complicate the process and eventually hinder the growth of a participatory culture within the organization. Second, conceiving community participation through competitive elections tends to move the collaborative approach to community governance closer to the hierarchical paradigm of property management.

This cross-disciplinary study extends existing theoretical and normative arguments regarding participatory democracy and adult informal learning by identifying the ways in which participation in community-based governance structures provides learning opportunities and builds individuals’ civic capacity. It also determines the functional characteristics of such schemes by analyzing the case of the Toronto Community Housing Corporation’s Tenant Participation System (TPS), a state-sponsored program to integrate principles of participatory democracy into the norms of public service delivery. As has been noted in the literature, people are motivated to participate for a variety of reasons, the most common being that they see a real need or potential for change in their community. However, in contrast to past research, tenants also got engaged out of a desire to learn – to learn more about local political procedures. Three conditions were noted as both sufficient and necessary to make participation happen. One was the desire to influence authority over decisions affecting tenants’ housing conditions. Second was the idea that participation has important benefits for the participants. Third was a sense of qualification, that those tenants who participate feel that they are qualified, more than others, thus they choose to step forward to represent their communities. Informal learning through the TPS had several key effects. Increased self-confidence and overcoming fear of authority helped to radically transform the traditional tenant-management relationship into a collaborative endeavour in which tenants get the opportunity to be part of the change they would like to see. In addition, the skills learned through the participatory process resulted in increased managerial efficiency – a self-reinforcing process whereby the participatory project improves through time and through the very act of participation. Learning, however, occurred through cooperation, competition and struggle as well. This study reveals two major challenges. First, the lack of discussion amongst stakeholders regarding the purpose of participation has, in some instances, resulted in confusing practices that complicate the process and eventually hinder the growth of a participatory culture within the organization. Second, conceiving community participation through competitive elections tends to move the collaborative approach to community governance closer to the hierarchical paradigm of property management.

Although activists’ conservative estimate of the number of non-status people living in Canada is well over 500,000, the Canadian government, through its exclusionary immigration, civic, and public policies, has criminalized their existence and forsaken its responsibility for their human rights. It has been abetted by international law, which largely leaves it to individual states to resolve their own issues with unregulated migration by means of deportation or regularization. This anti-racist feminist research relied on multiple methods to collect 155 survey questionnaires distributed by service providers to non-status women within the Greater Toronto Area; it also relied on thirteen individual and two focus-group interviews with service providers and activists in order to: (1) explore the lived conditions of non-status women, and (2) examine how the activities of service providers and activists address these women’s needs. The results show that living without legal immigration status has dire consequences for non-status women, placing them at high risk of physical and sexual abuse, labour exploitation, sexual and mental health challenges, excessive caring responsibilities, and unstable housing conditions. Since most publicly funded human-service agencies come under governmental control through the process of funding allocation, practitioners must meet their non-status clients’ needs in an underground manner or on compassionate grounds, while facing dual workloads, limited referral sources, and work-related burnout. This adversely affects the quality of the care these women receive. As a result, in recent years, many frontline practitioners and human-rights activists have formed campaigns and networks to confront neoliberal state policies and act as the voice of non-status women. At the same time, non-status women’s resilient power, informal learning mechanisms, and social networks have enabled them to learn new skills, navigate the system, and make Canada their new home.

Although older Canadians constitute a large portion of patients in hospital, many receive less-than-optimal drug care. Most registered nurses (RNs) and other health care professionals who provide older adults (OAs) with drug therapy lack pre-professional education about that practice. Concurrently, there is little research available about how RNs learn about drug therapy for OAs. Using a qualitative method, this thesis explores hospital RNs’ insights about their knowledge about drug therapy for OAs, their associated learning needs and strategies, and contextual influences on their learning. The findings illuminated RNs’ extensive knowledge, their learning needs and varied learning strategies, and constraints and facilitators of their learning. Drug therapy for OAs is a complex activity. RNs play a pivotal role in that care and have ample knowledge. RNs’ learning is holistic, ongoing, mostly informal, and reflective of many adult-learning theories. By learning, RNs build and transform their repertoires of knowledge to stay current with the quickly changing landscapes of health care, gerontological know-how, and drugs and drug practices. As a result, sometimes RNs protect not only OAs but also other hospital stakeholders from the negative effects of uninformed practice. Nurse educators should teach students about drug therapy for OAs and broaden their own views about RNs’ knowledge and learning strategies for that care. Nurse leaders should maximize chances for RNs to learn and prepare them to influence other stakeholders in ways that support learning. Hospital administrators and other stakeholders should recognize RNs’ pivotal role in drug care and support their learning through organizational changes. Communities should design strategies that ease RNs’ learning. Policymakers should replace corporatism with innovations that champion learning. Researchers and RNs should collaborate on novel projects that bolster RNs’ learning.

Although older Canadians constitute a large portion of patients in hospital, many receive less-than-optimal drug care. Most registered nurses (RNs) and other health care professionals who provide older adults (OAs) with drug therapy lack pre-professional education about that practice. Concurrently, there is little research available about how RNs learn about drug therapy for OAs. Using a qualitative method, this thesis explores hospital RNs’ insights about their knowledge about drug therapy for OAs, their associated learning needs and strategies, and contextual influences on their learning. The findings illuminated RNs’ extensive knowledge, their learning needs and varied learning strategies, and constraints and facilitators of their learning. Drug therapy for OAs is a complex activity. RNs play a pivotal role in that care and have ample knowledge. RNs’ learning is holistic, ongoing, mostly informal, and reflective of many adult-learning theories. By learning, RNs build and transform their repertoires of knowledge to stay current with the quickly changing landscapes of health care, gerontological know-how, and drugs and drug practices. As a result, sometimes RNs protect not only OAs but also other hospital stakeholders from the negative effects of uninformed practice. Nurse educators should teach students about drug therapy for OAs and broaden their own views about RNs’ knowledge and learning strategies for that care. Nurse leaders should maximize chances for RNs to learn and prepare them to influence other stakeholders in ways that support learning. Hospital administrators and other stakeholders should recognize RNs’ pivotal role in drug care and support their learning through organizational changes. Communities should design strategies that ease RNs’ learning. Policymakers should replace corporatism with innovations that champion learning. Researchers and RNs should collaborate on novel projects that bolster RNs’ learning.

The purpose of this study is to investigate a college computer course delivered in both online and face-to-face classes. As more online courses and programs emerge, concerns about the quality and comparability of online instruction with face-to-face instruction have arisen. Questions about the relative effectiveness of each mode of instruction are important both at the stage of course development and at the stage of course delivery. Earlier comparative studies have shown that online courses were equal to face-to-face courses. These studies evaluated student services and technological infrastructure, student satisfaction, and learning outcomes. However, few studies have been conducted on computer applications at the community college level. This study seeks to fill in this gap by providing students’ perceptions of computer education for a business program at the three-year diploma level. This study has examined the learning environment and informed practice by presenting differentiation and diversity mainly due to different mode of delivery in a college computer course. This study aims to provide a detailed understanding of the similarities and differences of college students attending online class versus face-to-face class taught by the same professor. It examines students’ perceptions of course design and delivery, their attitudes and beliefs about acquisition of computer applications, and their academic achievement as measured by the test scores. Mixed methods are employed to investigate the research questions both in depth and in breadth. In the Fall of 2009, 60 out of 89 eligible participants filled out the online questionnaire resulting in the response rate of 67% and six students participated one-on-one in-person interviews. Results from both quantitative and qualitative studies show that there is no significant difference between the face-to-face and online students with respect to their perceptions, attitudes, motivation, and learning outcomes. The findings demonstrate that there was no evidence showing difference between online learning and face-to-face learning. The different learning modes provide students with positive learning experiences. This study provides stakeholders such as students, college administrators, and professors with a detailed and meaningful understanding of the important learning environments for the online and face-to-face classes. The implications from the findings will help to enhance, advance, and expand face-to-face and online education at both the theoretical and practical level.

The no borders movement has been an important site of anti-imperialist resistance, and as such it provides a valuable point of entry into problematizing the contradictions that constitute the relations of consciousness, praxis and ideology. By tracing the recent history of no borders activism in relation to the intensification of neoliberalism, and the prevalence of diffuse models of power, the analysis illustrates the ways in which critical praxis has been limited by the current milieu. Working from an anti-racist feminist perspective I utilize examples drawn from no borders activism to demonstrate the very real limits of informal and incidental learning in social movements. The analysis argues against the supplanting of consciousness with subjectivity as a way to avoid the problems associated with structuralist analysis. Instead, I have suggested that critical education for social action requires a dialectical engagement with the social relations that we live in, contest and transform.

The purpose of this study is to investigate a college computer course delivered in both online and face-to-face classes. As more online courses and programs emerge, concerns about the quality and comparability of online instruction with face-to-face instruction have arisen. Questions about the relative effectiveness of each mode of instruction are important both at the stage of course development and at the stage of course delivery. Earlier comparative studies have shown that online courses were equal to face-to-face courses. These studies evaluated student services and technological infrastructure, student satisfaction, and learning outcomes. However, few studies have been conducted on computer applications at the community college level. This study seeks to fill in this gap by providing students’ perceptions of computer education for a business program at the three-year diploma level. This study has examined the learning environment and informed practice by presenting differentiation and diversity mainly due to different mode of delivery in a college computer course. This study aims to provide a detailed understanding of the similarities and differences of college students attending online class versus face-to-face class taught by the same professor. It examines students’ perceptions of course design and delivery, their attitudes and beliefs about acquisition of computer applications, and their academic achievement as measured by the test scores. Mixed methods are employed to investigate the research questions both in depth and in breadth. In the Fall of 2009, 60 out of 89 eligible participants filled out the online questionnaire resulting in the response rate of 67% and six students participated one-on-one in-person interviews. Results from both quantitative and qualitative studies show that there is no significant difference between the face-to-face and online students with respect to their perceptions, attitudes, motivation, and learning outcomes. The findings demonstrate that there was no evidence showing difference between online learning and face-to-face learning. The different learning modes provide students with positive learning experiences. This study provides stakeholders such as students, college administrators, and professors with a detailed and meaningful understanding of the important learning environments for the online and face-to-face classes. The implications from the findings will help to enhance, advance, and expand face-to-face and online education at both the theoretical and practical level.

Situated in the postcolonial modernizing discourse of development, many empowerment narratives tend to pre-identify, pre-construct and categorize community development workers/ mobilizers as empowered bodies, catalysts, and change agents. These bodies are expected to and are assumed will facilitate a transformation in oppressed peoples’ self image and belief’s about their rights and capabilities. Although feminist academics/activists have been critical of imperialist, neo-liberal and politico-religious co-optations of understandings of empowerment, limited attention seems to have been paid to the material effects of empowerment narratives on the lives of these community development workers. Nor does there appear to be sufficient analysis into how local community development workers/mobilizers who find themselves in precarious positions of employment, engage with these narratives. Provided with guidelines based on project objectives and lists of targets, many development workers/mobilizers in Pakistan tend to live with expectations of how best to ‘translate/transform’ empowerment from the abstract into the concrete while restricted in their space to critically reflect on theoretical notions that drive their practice. This thesis provides insight into the economy of empowerment narratives and the potential they have to mediate ‘encounters’ shaping ‘subject’ and ‘other’ by critically exploring how bodies of community development workers are put to work and are made to work. Drawing on feminists poststructuralist and postcolonial theory my work explores how these community workers/mobilizers located in the urban metropolis of Karachi, embedded in a web of multiple intersecting structures of oppression and power relations ‘encounter’, theorize, strategize and act upon understanding of empowerment and community development through an arts informed cooperative inquiry. Through the use of prose, creative writing, short stories, photo narratives, artwork and interactive discussions my participants and I begin to complicate these narratives. As a result empowerment narratives begin to appear as colliding discourses, multi-layered complex constructs, which may form unpredictable, messy and contradictory assemblages; as opposed to linear, universal, inevitable and easily understood outcomes and processes. I conclude that the insistence to complicate and situate such messy understandings in specific contexts is important for women’s movements if empowerment is to retain its strategic meaning and value in feminist theorizing.