This study looked at the experience of religion and the formation of a contemporary ethnoreligious identity in the lives of first generation Pakistani Muslim immigrant men and women who have been residents of Canada for five to ten years. The present research explored the life experiences of Muslim immigrants from Pakistan who immigrated to Canada with their immediate families and resolved the ensuing cultural dislocation. In order to understand the subjective meanings of immigrants’ lived experiences in Canada, the present study used a Grounded Theory framework. The analysis of data revealed a four stage theory of Muslim identity formation. Those stages describe the step-by-step process that highlights immigrants’ experience of culture shock, resolution of culture shock through immigrants’ reaffirmation of their religion that lays the groundwork for an authentic identity through differentiation of self from their country of origin, and formation of an authentic Muslim identity in the host society. It is proposed that the resolution of culture shock and the creation of a post-immigration identity mirrors the developmental process of Differentiation of Self and Other as outlined by Watson (2011) in her process model of becoming a self-governing person. Using their faith as a key resource to cope, these immigrants achieve a renewed sense of self and a revitalized faith. Immigrants come to an enhanced appreciation of Islam as the best system of life for themselves. An improved relationship with faith enhances immigrants’ awareness about the actual philosophy of its system and helps immigrants internalize the desirable Muslim character traits which focus on altruism, modesty, tolerance, fairness, forgiveness, and inclusion. Internalizing the pro social values of Islam brings about a fundamental shift in these immigrants’ perspectives about self and the host society. They successfully differentiate themselves from their country of origin to thrive in their adopted country. Canada provides them a conducive context which helps them access their positive potential in becoming their ideal self, the true Muslims. They come to an increased appreciation of the new society and accept it as their new home, thus form a new identity that speaks for the authentic version of Islam.

The International Baccalaureate Diploma Programme, renowned for its academic rigor, is also committed to forwarding the larger organization’s mission of creating “a better and more peaceful world” through education. This qualitative case study explores the conceptions of peace education held by three IB Diploma English A1 teachers, the factors that shaped those conceptions, and possible obstacles to teaching for peace in an international school. A framework of peace education as distilled from an extensive literature review and Johan Galtung’s definitions of peace provide the study’s theoretical foundation. Using observations, document analysis, and semi-structured interviews, this study examines teachers’ concepts of peace, pedagogical practices, and approaches to peace education within the context of an A1 classroom and an IB World School. The findings conclude that teachers’ conceptions of peace education are shaped by personal factors such as prior experiences and pedagogical content knowledge, and not by official IB documents.

The purpose of this research was to learn more about the ways that school and system leaders, access, engage with, share, and use research in their work. This research began with a framework developed by Levin (2004) and similar framing by Nutley et al (2007) suggesting that knowledge and use of research in schools depends on characteristics of the research itself (such as accessibility and perceived quality), characteristics of the educators and context (research background, interest level, supporting processes and structures) and the role of third party facilitators (such as professional media, experts, professional development providers) as distributors of knowledge. This study is meant to add to our understanding of the way research is taken up in secondary schools and districts by replicating and extending the recent work by Levin et al (2009) in a research study conducted with the Canadian Education Association (CEA) and the Ontario Institute for Studies in Education (OISE) entitled, “Research Use and its Impact in Secondary Education”. In general, educators, like other professionals, have relatively limited direct knowledge of current research and rely on versions of research findings that they encounter in their daily work or from colleagues (Levin et al, 2009). This study examined the processes and practices in place within secondary schools and across a district school board to determine the facilitators and barriers to research use. The study addressed the following research questions: 1. How do secondary school leaders access and use relevant research findings? 2. What are the main perceived barriers to the use of research by secondary school leaders? 3. In what ways does the school district support or hinder the use of research? These questions were designed to focus on the dynamics at the district level and the organizational capacity for knowledge mobilization. Data were collected through an online anonymous survey and semi-structured interviews. The online survey suggests that educators have a high regard for research in their professional practice, and that there is an array of opportunities for teachers and school administrators to engage with research. And, according to the respondents, the greatest challenge is finding the time to access the research. The findings also reveal that the although there is a high regard for research, research is generally not a priority in secondary schools and practice is based more on knowledge gained from colleagues or personal experience than from evidence-based research. The thesis concluded that there are many factors that both enable and hinder engagement with research and research use. Findings include the importance of culture and context of the school, the relationship between leaders’ actions and expectations and practice, relevancy of research to practice, the role of facilitation, the use of technology, and starting small to build a critical mass of teachers engaging with and using research in their practice.

The International Baccalaureate Diploma Programme, renowned for its academic rigor, is also committed to forwarding the larger organization’s mission of creating “a better and more peaceful world” through education. This qualitative case study explores the conceptions of peace education held by three IB Diploma English A1 teachers, the factors that shaped those conceptions, and possible obstacles to teaching for peace in an international school. A framework of peace education as distilled from an extensive literature review and Johan Galtung’s definitions of peace provide the study’s theoretical foundation. Using observations, document analysis, and semi-structured interviews, this study examines teachers’ concepts of peace, pedagogical practices, and approaches to peace education within the context of an A1 classroom and an IB World School. The findings conclude that teachers’ conceptions of peace education are shaped by personal factors such as prior experiences and pedagogical content knowledge, and not by official IB documents.

The purpose of this research was to learn more about the ways that school and system leaders, access, engage with, share, and use research in their work. This research began with a framework developed by Levin (2004) and similar framing by Nutley et al (2007) suggesting that knowledge and use of research in schools depends on characteristics of the research itself (such as accessibility and perceived quality), characteristics of the educators and context (research background, interest level, supporting processes and structures) and the role of third party facilitators (such as professional media, experts, professional development providers) as distributors of knowledge. This study is meant to add to our understanding of the way research is taken up in secondary schools and districts by replicating and extending the recent work by Levin et al (2009) in a research study conducted with the Canadian Education Association (CEA) and the Ontario Institute for Studies in Education (OISE) entitled, “Research Use and its Impact in Secondary Education”. In general, educators, like other professionals, have relatively limited direct knowledge of current research and rely on versions of research findings that they encounter in their daily work or from colleagues (Levin et al, 2009). This study examined the processes and practices in place within secondary schools and across a district school board to determine the facilitators and barriers to research use. The study addressed the following research questions: 1. How do secondary school leaders access and use relevant research findings? 2. What are the main perceived barriers to the use of research by secondary school leaders? 3. In what ways does the school district support or hinder the use of research? These questions were designed to focus on the dynamics at the district level and the organizational capacity for knowledge mobilization. Data were collected through an online anonymous survey and semi-structured interviews. The online survey suggests that educators have a high regard for research in their professional practice, and that there is an array of opportunities for teachers and school administrators to engage with research. And, according to the respondents, the greatest challenge is finding the time to access the research. The findings also reveal that the although there is a high regard for research, research is generally not a priority in secondary schools and practice is based more on knowledge gained from colleagues or personal experience than from evidence-based research. The thesis concluded that there are many factors that both enable and hinder engagement with research and research use. Findings include the importance of culture and context of the school, the relationship between leaders’ actions and expectations and practice, relevancy of research to practice, the role of facilitation, the use of technology, and starting small to build a critical mass of teachers engaging with and using research in their practice.

This study looked at the experience of religion and the formation of a contemporary ethnoreligious identity in the lives of first generation Pakistani Muslim immigrant men and women who have been residents of Canada for five to ten years. The present research explored the life experiences of Muslim immigrants from Pakistan who immigrated to Canada with their immediate families and resolved the ensuing cultural dislocation. In order to understand the subjective meanings of immigrants’ lived experiences in Canada, the present study used a Grounded Theory framework. The analysis of data revealed a four stage theory of Muslim identity formation. Those stages describe the step-by-step process that highlights immigrants’ experience of culture shock, resolution of culture shock through immigrants’ reaffirmation of their religion that lays the groundwork for an authentic identity through differentiation of self from their country of origin, and formation of an authentic Muslim identity in the host society. It is proposed that the resolution of culture shock and the creation of a post-immigration identity mirrors the developmental process of Differentiation of Self and Other as outlined by Watson (2011) in her process model of becoming a self-governing person. Using their faith as a key resource to cope, these immigrants achieve a renewed sense of self and a revitalized faith. Immigrants come to an enhanced appreciation of Islam as the best system of life for themselves. An improved relationship with faith enhances immigrants’ awareness about the actual philosophy of its system and helps immigrants internalize the desirable Muslim character traits which focus on altruism, modesty, tolerance, fairness, forgiveness, and inclusion. Internalizing the pro social values of Islam brings about a fundamental shift in these immigrants’ perspectives about self and the host society. They successfully differentiate themselves from their country of origin to thrive in their adopted country. Canada provides them a conducive context which helps them access their positive potential in becoming their ideal self, the true Muslims. They come to an increased appreciation of the new society and accept it as their new home, thus form a new identity that speaks for the authentic version of Islam.

Doctor Of Philosophy / Department of Secondary Education / Diane McGrath / How does collaborative software help in the formation of a learning community? This study looks at the experiences of students in a first level Computer Science class as they use Manhattan Virtual Classroom (MVC). Although this case study began with the assumption that a learning community would form, it quickly became obvious that student participation in the MVC was a larger issue. The course chosen for this study was CSC-150 - Foundations of Computer Science, as taught in the Spring 2004 semester at a Midwestern university. Two traditional (face-to- face) course sections were given access to Manhattan Virtual Classroom for the purpose of discussions, comments, questions, and virtual office hours. Many students did not take advantage of this collaborative tool. Several reasons are considered, the reluctance of freshmen to participate (Goldberg, 1997; Carlson et al., 1996), professor teaching style, and student perceptions of their own contributions to the class. Several conclusions are drawn from this study how to increase student participation. These include better training in the use of the software, use of smaller groups within the Manhattan Virtual Classroom environment, clearly stated professor expectations, and a general adoption of this technology for other classes.

Traditional administrative approaches to conflict in schools tend to be punitive, dominated by Western cultural assumptions, and to disregard students’ cultures. Cultural responsiveness attends to different worldviews while appreciating the impact of one’s own cultural lens. This thesis applies a cultural proficiency framework to analysis of the conflict management practices of administrators in secondary schools in a south-central Ontario school board. Analysis of data from interviews with secondary school administrators, students, school board cultural community liaisons, and school board documents indicate that culturally proficient cross-cultural interactions between administrators and students tended to include relationship-building efforts aimed at learning from and about disputants. In contrast to typical punitive and uncommunicative approaches, cultural proficiency was evident in some elements of alternative participatory or restorative approaches. In combining cultural proficiency with conflict management, this thesis helps to fill a gap in research relevant to equitably serving diverse student populations in southern Ontario schools.

This thesis explores the discourses available to teachers in navigating and making sense of their role in the securitization of high schools. My analysis is based on semi-structured interviews conducted with nine teachers working in urban schools in Toronto. Drawing on frameworks from post-colonial, critical race, and urban education studies, I argue that school securitization is not just complicated by racism, but structured and enabled by it. While there is an urgent need to resist the implementation of particular security and surveillance measures that intensify the targeted disqualification of racialized youth, it is equally if not more important to uncover and resist the ways that racial thinking organizes a much wider range of classroom encounters and pedagogical practices. I urge teachers to interrogate their investments in the categories and subject positions that race thinking makes available, including those that are desirable and pleasurable.

Traditional administrative approaches to conflict in schools tend to be punitive, dominated by Western cultural assumptions, and to disregard students’ cultures. Cultural responsiveness attends to different worldviews while appreciating the impact of one’s own cultural lens. This thesis applies a cultural proficiency framework to analysis of the conflict management practices of administrators in secondary schools in a south-central Ontario school board. Analysis of data from interviews with secondary school administrators, students, school board cultural community liaisons, and school board documents indicate that culturally proficient cross-cultural interactions between administrators and students tended to include relationship-building efforts aimed at learning from and about disputants. In contrast to typical punitive and uncommunicative approaches, cultural proficiency was evident in some elements of alternative participatory or restorative approaches. In combining cultural proficiency with conflict management, this thesis helps to fill a gap in research relevant to equitably serving diverse student populations in southern Ontario schools.