Through narrative, poetic, and visual inquiry, this arts-informed thesis reclaims the silenced voices and life histories of both our elderly farmers and of our elderly architecture--the barn. Using the life history model of research (Knowles & Cole, 2001), I engage in informal "chats" (Archibald, 2008, p. 377) with my elderly father to seek out the meaning and significance of his life spent on the farm--and his emotional response to the taking down of his two bank barns after the sale of his farm. What results is a "responsive" (Knowles & Cole, 2001, p. 10) representation of data, an alternative type of meaning and knowledge that is known as arts-informed qualitative representation.

This dissertation is a critical ethnography conducted in the Amazon jungle city of Iquitos, Peru--a city where sex work and sex tourism are becoming increasingly prevalent, and where AIDS cases in women are on the rise. In recent years, HIV positive and sex worker women activists in Iquitos have made significant strides to respond to the AIDS crisis through social movement organizing and educational outreach. This dissertation exposes the nuanced gender relations perspectives of HIV positive and sex worker women activists and underscores the importance of including these subjugated knowledges in solution-oriented discourses in HIV/AIDS education. I deployed a combination of gender relations and postcolonial feminist theories to pursue two lines of inquiry. First, I investigated HIV positive women and sex worker women activists' own understandings of gender relations and gender-related risk factors for HIV. Second, I explored the varied educational spaces that activist women produced to disseminate this knowledge to other affected populations and the wider public. Results show that women activists' collective organizing around their stigmatized identities positioned them to critically comment about how gender influences HIV risk for both women and men and also enabled them to encourage their stakeholders to re-think and re-learn gender in ways that would reduce their risk to HIV. As the title of this dissertation reads, women activists asserted that they are "part of the solution" to combat HIV/AIDS in Peru. My dissertation shows that "activist knowledge" is critical to re-conceptualize the ways that local expressions of masculinities, femininities and gender relations are taken up in HIV/AIDS education initiatives.

This dissertation is a critical ethnography conducted in the Amazon jungle city of Iquitos, Peru--a city where sex work and sex tourism are becoming increasingly prevalent, and where AIDS cases in women are on the rise. In recent years, HIV positive and sex worker women activists in Iquitos have made significant strides to respond to the AIDS crisis through social movement organizing and educational outreach. This dissertation exposes the nuanced gender relations perspectives of HIV positive and sex worker women activists and underscores the importance of including these subjugated knowledges in solution-oriented discourses in HIV/AIDS education. I deployed a combination of gender relations and postcolonial feminist theories to pursue two lines of inquiry. First, I investigated HIV positive women and sex worker women activists' own understandings of gender relations and gender-related risk factors for HIV. Second, I explored the varied educational spaces that activist women produced to disseminate this knowledge to other affected populations and the wider public. Results show that women activists' collective organizing around their stigmatized identities positioned them to critically comment about how gender influences HIV risk for both women and men and also enabled them to encourage their stakeholders to re-think and re-learn gender in ways that would reduce their risk to HIV. As the title of this dissertation reads, women activists asserted that they are "part of the solution" to combat HIV/AIDS in Peru. My dissertation shows that "activist knowledge" is critical to re-conceptualize the ways that local expressions of masculinities, femininities and gender relations are taken up in HIV/AIDS education initiatives.

This qualitative inquiry used a reflection-on-practice to examine my experiences facilitating professional learning within an Ontario public elementary school. My research revealed that my non-traditional approach to teacher professional development might constitute a form of Professional Learning Community (PLC). The data show that as a facilitator I found myself both inside and outside the communities I tried to form and support. Further, this inquiry exemplifies the ways I both nurtured and impeded professional learning as a result of my facilitation. I hope that the information and insights gleamed from this study may be broadened to include professional learning as it relates to occupations outside the realm of education. As a result, this thesis offers approaches to facilitation that might be able to transform professional practice through PD and consequently, improve student success.

Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality as they contribute to transformative learning. Feminist theory provides a framework for developing a holistic view of learning that embodies our full human potential. This research will share methods and strategies used to support developing a true awareness. It will provide functional and compassionate ways to implement holistic pedagogy. I will emphasize that teaching with acceptance and reverence for our human capacities will embed these values in students’ learning. The aim of this study is to contribute to contemporary visions of teaching by sharing experiences that are mindful of the mind-body connection. I wish to make the perceptions and approaches of teachers accessible and to inspire curiosity in others to extend their holistic beliefs into practice.

Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality as they contribute to transformative learning. Feminist theory provides a framework for developing a holistic view of learning that embodies our full human potential. This research will share methods and strategies used to support developing a true awareness. It will provide functional and compassionate ways to implement holistic pedagogy. I will emphasize that teaching with acceptance and reverence for our human capacities will embed these values in students’ learning. The aim of this study is to contribute to contemporary visions of teaching by sharing experiences that are mindful of the mind-body connection. I wish to make the perceptions and approaches of teachers accessible and to inspire curiosity in others to extend their holistic beliefs into practice.

Through narrative, poetic, and visual inquiry, this arts-informed thesis reclaims the silenced voices and life histories of both our elderly farmers and of our elderly architecture--the barn. Using the life history model of research (Knowles & Cole, 2001), I engage in informal "chats" (Archibald, 2008, p. 377) with my elderly father to seek out the meaning and significance of his life spent on the farm--and his emotional response to the taking down of his two bank barns after the sale of his farm. What results is a "responsive" (Knowles & Cole, 2001, p. 10) representation of data, an alternative type of meaning and knowledge that is known as arts-informed qualitative representation.

This study investigated secondary school students’ errors and misconceptions in algebra with a view to expose the nature and origin of those errors and to make suggestions for classroom teaching. The study used a mixed method research design. An algebra test which was pilot-tested for its validity and reliability was given to a sample of grade 11 students in an urban secondary school in Ontario. The test contained questions from four main areas of algebra: variables, algebraic expressions, equations, and word problems. A rubric containing the observed errors was prepared for each conceptual area. Two weeks after the test, six students were interviewed to identify their misconceptions and their reasoning. In the interview process, students were asked to explain their thinking while they were doing the same problems again. Some prompting questions were asked to facilitate this process and to clarify more about students’ claims. The results indicated a number of error categories under each area. Some errors emanated from misconceptions. Under variables, the main reason for misconceptions was the lack of understanding of the basic concept of the variable in different contexts. The abstract structure of algebraic expressions posed many problems to students such as understanding or manipulating them according to accepted rules, procedures, or algorithms. Inadequate understanding of the uses of the equal sign and its properties when it is used in an equation was a major problem that hindered solving equations correctly. The main difficulty in word problems was translating them from natural language to algebraic language. Students used guessing or trial and error methods extensively in solving word problems. Some other difficulties for students which are non-algebraic in nature were also found in this study. Some of these features were: unstable conceptual models, haphazard reasoning, lack of arithmetic skills, lack or non-use of metacognitive skills, and test anxiety. Having the correct conceptual (why), procedural (how), declarative (what), and conditional knowledge (when) based on the stage of the problem solving process will allow students to avoid many errors and misconceptions. Conducting individual interviews in classroom situations is important not only to identify errors and misconceptions but also to recognize individual differences.

This research focuses on a Knowledge Building pedagogical approach and investigates ways to boost students’ competencies in knowledge creation processes, specifically their ability to contribute productively to high-level explanation-seeking discourse. This study uses a design-based methodology to explore how pedagogical and technological innovations can enhance students’ ways of contributing to knowledge building discourse, and examines whether expanding students’ contribution repertoire helps them to advance community knowledge in general. Gains associated with a Knowledge Building approach for secondary and post-secondary students are widely documented. This research adds to this body of literature by showing how a Knowledge Building approach can be productively engaged at the early primary level. This work also contributes to studies exploring automated feedback and assessment tools that can help boost student capacities for building new knowledge. The research was conducted in three main phases. The first phase mapped the ways that students from Grades 1-6 (n = 102) contribute to their naturally occurring Knowledge Building discourse in order to provide baseline data for subsequent design experiments. The following two phases corresponded to two design iterations that involved work in Grade 2 science and that tested different types of formative feedback. Design Cycle 1 (n = 42) focused on testing supports to boost low-frequency contribution types. Design Cycle II (n = 43) aimed to reproduce and improve results from the first iteration. In both design cycles, pedagogical supports included whole-class metadiscourse sessions, while technological supports consisted of contribution and content-oriented feedback tools that offered students a meta-perspective on their own discourse, including Word Clouds (Cycle 1), Concept Clouds (Cycle 1-2), visualizations produced by the Metadiscourse Tool (Cycle 1-2), and verbal scaffolds (Cycle 1-2). Analyses of data revealed that these supports helped students to significantly increase their engagement with targeted contribution types, diversify their general contribution repertoire, and advance collective knowledge beyond that attained by their peers in prior years. This research provides empirical evidence that Knowledge Building inquiry can be effectively engaged at the primary level, and offers usable artifacts tested and shown to be conducive for helping young students raise the level of their Knowledge Building discourse.

This dissertation examines some structural and cultural problems that can contribute to the problem of underachievement facing Black, male students in the educational system. A phenomenological approach was used to gain the perspectives of six Black, male educators on this problem. Underachievement problems for these students have garnered much interest in the research literature and in pedagogical debates. It is a problem with a long history from the Royal Commission on Learning (1993) to TDSB Urban Diversity Strategy (2008) the problem continues to baffle educators. Data also presents a dismal picture, with 40% from this group underachieving. Black, male teachers‟ perspectives are significant because presently their voices are limited in the literature. Their perspectives are also influenced by race, ethnicity and gender, and these are issues that impact on the problem being investigated. The main questions of the study are: - What are some Black male educators' perspectives of the role of structural and cultural factors that contribute to the problem of underachievement and school failure for Black, male students? Were these the same barriers they faced and how did they overcome these barriers as students? - How might the narratives of these Black male educators both challenge and support multicultural approach to curriculum that purports to particularly address the problems facing Black, male students? The result of the research indicates that there are structural and cultural factors that can cause underachievement problems for Black, male students. It suggests that an iii integrated approach which acknowledges the influence of both structure and culture could be used as a means for improving learning outcomes for this group of earners.