This dissertation explores the areas of healing and wellness within Indigenous communities on Turtle Island. By drawing on a decolonising approach to Indigenous health research, this study engaged 10 Indigenous healthcare practitioners in a dialogue regarding Indigenous worldviews; notions of wellness and wholistic health; critiques of psychiatry and psychiatric diagnoses; and the cultural strategies that Indigenous healthcare practitioners utilise while helping their clients through trauma, depression, and experiences of “parallel and multiple realities.” Importantly, this study addresses a gap in literature and puts forth a necessary contribution in regards to Indigenous peoples and psychiatry. Indigenous healthcare practitioners reveal their thoughts and strategies in relation to psychiatric diagnoses, cultural treatment, and psychotropic medication. The stories and strategies gathered during the interview dialogues created a broader discussion that is situated among the existing literature. This research found that Indigenous knowledge and experience was deeply embedded in the practises of Indigenous healthcare practitioners. The strategies presented by these practitioners offer purposeful and practical methods that originate from Indigenous worldviews, yet can be utilised by any practitioner that is seeking therapeutic strategies to help traumatised individuals and communities. Moreover, this research will be a particularly relevant resource for health policy initiatives, agency programming, and education and training institutes. Bringing forth Indigenous strategies for helping and healing is a vitally important contribution to the field of trauma work.

The purpose of the study is to: (1) examine the degree to which women borrowers of the Grameen Bank are being empowered to participate in familial decision-making around the management of income and expenditures like food, children’s education, dowry and teenage marriages; and (2) to examine women borrowers’ engagement in community activities such as the degree of freedom women are granted to visit public places like schools, local councils, banks and markets. In particular, the study explores the role of the Grameen Bank (GB) in women’s empowerment through the Sixteen Decisions, an educational program designed to empower women in the family and community. This study used a mixed-methods research design that included 61 GB women borrowers selected through purposive sampling. The data suggest that the participants have assumed leadership roles within their families: more than 80% of the study’s participants led decision making within their family; more than 90% supported their children’s education financially; 91% reported that they worked together with family members to manage day-to-day expenses; 80% reported that they manage their family incomes; 98% reported they do not like dowry marriages and teenage marriages; and 33% view male-dominant values as a hindrance to women’s development. The findings indicated that 98% of GB women borrower participants are engaged in community organizations and 94% do not face problems with this engagement. In the 2009 UpZilla (Municipal Sub-district) Election, out of 481 seats, 114 Female Chairs (25% of the total) were elected from the GB women borrowers and their families (Grameen Bank, 2009). In addition, the number of women borrowers serving as councilors has increased from 1,572 in 1997 to 1,950 in 2003; these data indicate that the number of women borrowers acting in formal leadership roles is increasing (Grameen Bank, 2009). The study finds the GB program has had a positive impact upon the borrowers’ relations in the family and community. In spite of these developments, one-fifth of GB women borrowers’ husbands control their wives’ loan money, an indication of the strength of patriarchy in Bangladesh. Although GB’s Sixteen Decisions have included economic issues and other social issues, none directly discusses gender inequality, which the study findings suggest is important. Hence a revision of the Sixteen Decisions is suggested.

My dissertation research is interdisciplinary in nature, at the nexus of three areas of scholarly work and actual practices: union renewal and non-unionized workers-rights organizing in Canada and the US; feminist, anti-racist Marxian approaches to class relations as being racialized, gendered and bureaucratic; and, the institutional ethnographic method of inquiry into social reality. My empirical focus is on the Ontario Minimum Wage Campaign (OMWC). The OMWC was a Toronto-based labour-community project to raise the minimum wage to $10 per hour. It was started in 2001 by Justice for Workers (J4W), was carried on by the Ontario Needs a Raise coalition (ONR) from 2003 to 2006, and was re-launched in 2007 by the Toronto and York Region Labour Council (TYRLC) in association with some community groups. The OMWC brought together across time and space activist groups, community agencies and labour organizations, all of whose volunteers, members, clients, educators, officials and staff were the agents and/or targets of the campaign. The apparent victory of the OMWC is quite contested. Local campaign realities were compartmentalized in numerous ways and OMWC involvement met different institutionally specific and coordinated needs. And while coalitions generally arise as vehicles to transcend such institutional separation, the campaign was challenged to materially bridge such compartmentalization. The fragmentation of reality amongst institutions and how it was managed in practice affected how collaboration, participation, and decision-making happened and appeared to have happened in organizing and educational activities. While there were at times transformative intentions, there was generally a pragmatic anti-racist organizing practice and effect. I contend that the complexity of contemporary society poses great challenges for the possibilities for human-agency based labour-community workers-rights organizing with a broad-based, political capacity for movement building orientation. I suggest that this is largely so because the social coordination of what we do and what we understand about what we do turns on at least three components of social reality: an institution-based organization of multi-layered social relations that is generally locally circumscribed but extralocally driven; a conditioned individually-driven orientation to meeting human needs; and an ideological orientation to both the content of ideas and thought, and the process of that reasoning.

Continuing medical education has been characterized as didactic and ineffective. This thesis explores the use of Knowledge Building theory, pedagogy, and technology to test an alternative model for physician engagement—one that emphasizes sustained and creative work with ideas. Several important conceptual changes in continuing medical education are implied by the Knowledge Building model—changes that extend the traditional approach through engagement in (a) collective responsibility for group achievements rather than exclusive focus on individual advancement and (b) work in design-mode, with ideas treated as objects of creation and assemblage into larger wholes and new applications, with extension beyond belief-mode where evidence-based acceptance or rejection of beliefs dominates. The goal is to engage physicians in “cultures of participation” where individual learning and collective knowledge invention or metadesign advance in parallel. This study was conducted in a continuing medical education End-of-Life Care Distance Education course, for family physicians, from 2004 to 2009. A mixed methods case study methodology was used to determine if social-mediated Knowledge Building improved physicians’ knowledge, and if so, what social network structural relationships and sociocognitive dynamics support knowledge improvement, democratization of knowledge, and a metadesign perspective. Traditional pre-/posttest learning measures across 4-years showed significant gains (9% on paired t-test = 5.34, p < 0.001) and large effect size (0.82). Social network analysis of ten 2008/2009 modules showed significant difference in density of build-on notes across groups. Additional results demonstrated a relationship between high knowledge gains and social network measures of centrality/distribution and cohesion. Correlation of posttest scores with centrality variables were all positive. Position/power analyses highlighted core-periphery sociocognitive dynamics between the facilitator and students. Facilitators most often evoked partner/expert relationships. Questions rather than statements dominated the discourse; discourse complexity was elaborated/compiled as opposed to reduced/dispersed. Themes beyond predefined learning objectives emerged and Knowledge Building principles of community responsibility, idea improvability, and democratization of knowledge were evident. Overall, results demonstrate the potential of collective Knowledge Building and design-mode work in continuing medical education, with individual learning representing an important by-product. There were no discernible decrements in performance, suggesting significant advantages rather than tradeoffs from engagement in Knowledge Building.

Participatory action research (PAR) oriented by an eco-system health framework is one approach to involving marginalised peoples in their own problem solving. A PAR project during 2005-06 that engaged peri-urban farmers in Senegal using popular education documented change on environment and health perceptions and behaviour. Health as a theme took on greater importance, as farmers related good health to their ability to work and their overall productivity. Farmers came to better recognize the symptoms of pesticide poisoning and to establish more clearly the link between pesticide-related work practices and health effects. Less clear remained their recognition of symptoms and links with wastewater use practices, though malaria and parasitic infection were linked to urban agriculture. African worldviews, including notions of locus of power, were important determinants of perceived vulnerability to risks. Farmers cited fatigue as an important clue to the work-health interface and indicator of overall wellbeing. Farmers’ understanding evolved to become more dynamic, describing the complex web of environmentally-related health risk. By 2006, farmers experimented more with less toxic pest control methods, adjusted their clothing to protect their skin and mouth, and reduced some exposure pathways through improved hygiene behaviour. However, toxic pesticides continued to be used and exposure to wastewater with limited protection remained widespread. Change was dependent upon: the researcher’s deep understanding of how farmers learned; farmers’ trust in the purveyors of new information; and the clarity, consistency and relevance of messages devised. Change varied with farmers’ literacy; the language used; and the way in which tools and media were interpreted culturally and technically. The health belief model provided a partial explanation for changes in perceptions and behaviour. Social, political and economic barriers preventing change included: leaving the onus for change on farmers, diminishing the responsibility of pesticide manufacturers and governments; land tenure arrangements which reduced investment in health and environment protection; urban poverty and illiteracy; and eco-system constraints. Examination of the PAR process, its leadership, owners, tools and ideas developed, and knowledge created provided useful insight into issues of power and control.

Technological enhancements and economic gains are the dominant focus of normalized research of workplace e-learning programs. This is not, however, equivalent to discovering whether or not workers are actually experiencing any socially and culturally meaningful learning from workplace e-learning programs. This thesis advocates socio-cultural inclusiveness research on workplace e-learning programs. Socio-cultural inclusiveness research takes into account the learning needs of workers with respect to their various social differences and culturally unique identities that affect, mediate, and interpret workers’ learning. The intent is to transform perceptions of workplace e-learning programs, from technological artefact to ideational discourses. Discourse Analysis is applied as a socio-cultural approach to ten passages that have been extracted from ten examples of normalized research published over the past decade. This is done to explore whether a normalizing paradigm is noticeable and how such a normalizing paradigm might lead workplace e-learning programs to socially marginalize and culturally exclude workers. To discursively analyze the passages and identify a normalizing paradigm, this thesis applies ‘Discourse model’ as ‘tool of inquiry’. Discourse models reveal heuristic, taken-for-granted assumptions about what is socially normal and culturally representative in talk and text. The normalizing paradigm that does emerge from this cursory analysis, constructs normalized e-learning as the conflation three assumptions: technological proficiency; economic efficiency; and, training consistency. This normalizing paradigm socially justifies workers in the workplace through normalized e-learning. To promote democratized counter discourses, this thesis puts forward critical perspectives, taxonomies, and frameworks that enable praxis of socio-cultural inclusiveness research. This thesis relies on three critical perspectives to discursively resist three formal biases inherent in normalized e-learning that emerge from this normalizing paradigm. Using a critical pedagogy perspective, this thesis reflects on the formal bias of ‘standardization’ and its alignment with ‘training consistency’ to discuss ‘worker-worker’ alienation from ‘pedagogical standardization’. Taking a critical culture perspective, thesis hones in on the formal bias of ‘categorization’ and its alignment with ‘economic efficiency’ to elaborate ‘worker-work’ alienation from ‘cultural categorization’. With a critical history perspective, this thesis focuses on the formal bias of ‘operationalization’ and its alignment with ‘technological proficiency’ to expand on ‘worker-identity’ alienation from ‘ahistorical operationalization’.

The purpose of the study is to: (1) examine the degree to which women borrowers of the Grameen Bank are being empowered to participate in familial decision-making around the management of income and expenditures like food, children’s education, dowry and teenage marriages; and (2) to examine women borrowers’ engagement in community activities such as the degree of freedom women are granted to visit public places like schools, local councils, banks and markets. In particular, the study explores the role of the Grameen Bank (GB) in women’s empowerment through the Sixteen Decisions, an educational program designed to empower women in the family and community. This study used a mixed-methods research design that included 61 GB women borrowers selected through purposive sampling. The data suggest that the participants have assumed leadership roles within their families: more than 80% of the study’s participants led decision making within their family; more than 90% supported their children’s education financially; 91% reported that they worked together with family members to manage day-to-day expenses; 80% reported that they manage their family incomes; 98% reported they do not like dowry marriages and teenage marriages; and 33% view male-dominant values as a hindrance to women’s development. The findings indicated that 98% of GB women borrower participants are engaged in community organizations and 94% do not face problems with this engagement. In the 2009 UpZilla (Municipal Sub-district) Election, out of 481 seats, 114 Female Chairs (25% of the total) were elected from the GB women borrowers and their families (Grameen Bank, 2009). In addition, the number of women borrowers serving as councilors has increased from 1,572 in 1997 to 1,950 in 2003; these data indicate that the number of women borrowers acting in formal leadership roles is increasing (Grameen Bank, 2009). The study finds the GB program has had a positive impact upon the borrowers’ relations in the family and community. In spite of these developments, one-fifth of GB women borrowers’ husbands control their wives’ loan money, an indication of the strength of patriarchy in Bangladesh. Although GB’s Sixteen Decisions have included economic issues and other social issues, none directly discusses gender inequality, which the study findings suggest is important. Hence a revision of the Sixteen Decisions is suggested.

My dissertation research is interdisciplinary in nature, at the nexus of three areas of scholarly work and actual practices: union renewal and non-unionized workers-rights organizing in Canada and the US; feminist, anti-racist Marxian approaches to class relations as being racialized, gendered and bureaucratic; and, the institutional ethnographic method of inquiry into social reality. My empirical focus is on the Ontario Minimum Wage Campaign (OMWC). The OMWC was a Toronto-based labour-community project to raise the minimum wage to $10 per hour. It was started in 2001 by Justice for Workers (J4W), was carried on by the Ontario Needs a Raise coalition (ONR) from 2003 to 2006, and was re-launched in 2007 by the Toronto and York Region Labour Council (TYRLC) in association with some community groups. The OMWC brought together across time and space activist groups, community agencies and labour organizations, all of whose volunteers, members, clients, educators, officials and staff were the agents and/or targets of the campaign. The apparent victory of the OMWC is quite contested. Local campaign realities were compartmentalized in numerous ways and OMWC involvement met different institutionally specific and coordinated needs. And while coalitions generally arise as vehicles to transcend such institutional separation, the campaign was challenged to materially bridge such compartmentalization. The fragmentation of reality amongst institutions and how it was managed in practice affected how collaboration, participation, and decision-making happened and appeared to have happened in organizing and educational activities. While there were at times transformative intentions, there was generally a pragmatic anti-racist organizing practice and effect. I contend that the complexity of contemporary society poses great challenges for the possibilities for human-agency based labour-community workers-rights organizing with a broad-based, political capacity for movement building orientation. I suggest that this is largely so because the social coordination of what we do and what we understand about what we do turns on at least three components of social reality: an institution-based organization of multi-layered social relations that is generally locally circumscribed but extralocally driven; a conditioned individually-driven orientation to meeting human needs; and an ideological orientation to both the content of ideas and thought, and the process of that reasoning.

This dissertation explores the areas of healing and wellness within Indigenous communities on Turtle Island. By drawing on a decolonising approach to Indigenous health research, this study engaged 10 Indigenous healthcare practitioners in a dialogue regarding Indigenous worldviews; notions of wellness and wholistic health; critiques of psychiatry and psychiatric diagnoses; and the cultural strategies that Indigenous healthcare practitioners utilise while helping their clients through trauma, depression, and experiences of “parallel and multiple realities.” Importantly, this study addresses a gap in literature and puts forth a necessary contribution in regards to Indigenous peoples and psychiatry. Indigenous healthcare practitioners reveal their thoughts and strategies in relation to psychiatric diagnoses, cultural treatment, and psychotropic medication. The stories and strategies gathered during the interview dialogues created a broader discussion that is situated among the existing literature. This research found that Indigenous knowledge and experience was deeply embedded in the practises of Indigenous healthcare practitioners. The strategies presented by these practitioners offer purposeful and practical methods that originate from Indigenous worldviews, yet can be utilised by any practitioner that is seeking therapeutic strategies to help traumatised individuals and communities. Moreover, this research will be a particularly relevant resource for health policy initiatives, agency programming, and education and training institutes. Bringing forth Indigenous strategies for helping and healing is a vitally important contribution to the field of trauma work.

The purpose of this ministry project is to educate religious leaders about an alternative to approaching organ donation and organ transplantation, using the Theory of Gift Exchange as the model paradigm. This ministry project is based on the premise that religious leaders generally use dated statistical material, life changing stories, and personal experiences to raise awareness on the subject. Thus, the Theory of Gift Exchange is a different approach and a unique model for religious leaders to begin understanding the complex nature of organ donation and organ transplantation, and ultimately embracing it with less reluctance. The results of this ministry project discovered that practically every religious leader was unfamiliar with the idea of Gift Exchange. However, they were familiar with this concept only as it relates to the exchanging of personal gifts around special occasions and holidays. Thus, the conclusion gathered from this ministry project suggests that the 'Theory of Gift Exchange' is an excellent model to educate about organ donation and organ transplantation. This conceptual idea makes it easy for a religious leader to understand and embrace the subject, and feel less threatened by it, particularly because one can see that the overall intent is about gift giving and gift receiving.