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.

Existing mainstream ESL pedagogy tends to be functionalist and assimilationist, ignoring the complex sociopolitical dimensions of language learning (Pennycook, 2001). In addition, critical inquiry is often deemed too difficult for English language learners (ELLs), hence seldom introduced in ESL classrooms. However, academic proficiency, deep understanding and critical literacy (CL) are needed for school success and world citizenship. This doctoral thesis describes a year-long participatory action research with a class of new immigrant ELLs (aged 12-14) in a city in Ontario, Canada. Informed by CL and critical pedagogy, the research aimed to find out how CL education played out in a beginning ESL classroom--the instructional choices made, negotiation of teacher and student identities, processes and challenges involved, and the extent to which students’ critical/literacy development was facilitated. Based on Cummins’ Academic Expertise Framework (2001), the sociocultural theory of learning (e.g., Lave & Wenger, 1991; Vygotsky, 1987) and Guthrie’s (1996, 2004) conception of literacy engagement, an integrative instructional approach was adopted for the design and implementation of the CL program. The program addressed ELLs’ academic language needs while affirming their cultural identities and developing their critical ability in dealing with struggles amidst their acculturation process. Following the principles of critical action research, this study was done through cycles of reflection, action and evaluation with different sets of qualitative data which were coded and analysed based on phenomenological research methods. The results showed a significant improvement in students’ level of self-confidence and critical/literacy development while the ESL teacher changed from being sceptical of doing CL work with beginning ELLs to fully embracing it and seeing herself as an advocate for ELLs. This research showed that with careful scaffolding and guided practice of functional, cultural and CL skills grounded in a collaborative learning community that set high expectations on students’ critical and creative abilities, students achieved substantial critical/literacy engagement and development. The question educators should ask is not “At which grade or language level can students be introduced to CL?”, but rather “Are we providing support and scaffolds to students’ learning that are geared towards helping them to gradually become critical language users?”

Embedding environmental education within secondary science curriculum presents both philosophical and practical difficulties for teachers. This ethnographic/narrative study, with its methodology grounded in eco-feminism and realism/constructivism, examines the work of six secondary science teachers as they engage in an action research project focused on merging environmental education in their science lessons. Over the course of several months the teachers examine and discuss their views and their professional development related to the project. In the place of definitive conclusions, eight propositions relating the work of secondary science teachers to environmental education, form the basis for a discussion of the implications of the study. The implications are particularly relevant to secondary schools in Ontario, Canada, where the embedding of environmental education in science studies has been mandated.

This research takes steps towards developing a new theory of organizational information management based on the idea that information creates ordering effects in transactions and on the idea that there are multiple centers of authority in organizations. The rationale for developing this theory is the empirical observation that hospitals have great difficulty in managing information relating to transactions with patients. The research illustrates the detailed workings of an initial conceptual framework based on an action research project into the revenue cycle of a hospital. The framework facilitates a deeper understanding of how information technology can help transform information management practices in complex organizations, such as hospitals. At the same time, this research adds to the literature on Polycentricity Theory by linking its two core concepts – multiple nested centers of decision-making and context-dependent governance – with Transaction Cost Theory and information management theories to establish a new foundation for understanding the role of information technology in organizational contexts.

This research takes steps towards developing a new theory of organizational information management based on the ideas that, first, information creates ordering effects in transactions and, second, that there are multiple centers of authority in organizations. The rationale for developing this theory is the empirical observation that hospitals have great difficulty in managing information relating to transactions with patients. The research illustrates the detailed workings of an initial conceptual framework based on an action research project into the revenue cycle of a hospital. The framework facilitates a deeper understanding of how information technology can help to transform information management practices in complex organizations, such as hospitals. At the same time, this research adds to the literature on Polycentricity Theory by linking its two core concepts—multiple nested centers of decision making and context-dependent governance—with Transaction Cost Theory and information management theories to establish a new foundation for understanding the role of information technology in organizational contexts.

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.

Embedding environmental education within secondary science curriculum presents both philosophical and practical difficulties for teachers. This ethnographic/narrative study, with its methodology grounded in eco-feminism and realism/constructivism, examines the work of six secondary science teachers as they engage in an action research project focused on merging environmental education in their science lessons. Over the course of several months the teachers examine and discuss their views and their professional development related to the project. In the place of definitive conclusions, eight propositions relating the work of secondary science teachers to environmental education, form the basis for a discussion of the implications of the study. The implications are particularly relevant to secondary schools in Ontario, Canada, where the embedding of environmental education in science studies has been mandated.

Existing mainstream ESL pedagogy tends to be functionalist and assimilationist, ignoring the complex sociopolitical dimensions of language learning (Pennycook, 2001). In addition, critical inquiry is often deemed too difficult for English language learners (ELLs), hence seldom introduced in ESL classrooms. However, academic proficiency, deep understanding and critical literacy (CL) are needed for school success and world citizenship. This doctoral thesis describes a year-long participatory action research with a class of new immigrant ELLs (aged 12-14) in a city in Ontario, Canada. Informed by CL and critical pedagogy, the research aimed to find out how CL education played out in a beginning ESL classroom--the instructional choices made, negotiation of teacher and student identities, processes and challenges involved, and the extent to which students’ critical/literacy development was facilitated. Based on Cummins’ Academic Expertise Framework (2001), the sociocultural theory of learning (e.g., Lave & Wenger, 1991; Vygotsky, 1987) and Guthrie’s (1996, 2004) conception of literacy engagement, an integrative instructional approach was adopted for the design and implementation of the CL program. The program addressed ELLs’ academic language needs while affirming their cultural identities and developing their critical ability in dealing with struggles amidst their acculturation process. Following the principles of critical action research, this study was done through cycles of reflection, action and evaluation with different sets of qualitative data which were coded and analysed based on phenomenological research methods. The results showed a significant improvement in students’ level of self-confidence and critical/literacy development while the ESL teacher changed from being sceptical of doing CL work with beginning ELLs to fully embracing it and seeing herself as an advocate for ELLs. This research showed that with careful scaffolding and guided practice of functional, cultural and CL skills grounded in a collaborative learning community that set high expectations on students’ critical and creative abilities, students achieved substantial critical/literacy engagement and development. The question educators should ask is not “At which grade or language level can students be introduced to CL?”, but rather “Are we providing support and scaffolds to students’ learning that are geared towards helping them to gradually become critical language users?”

The presence of students with disabilities on university campuses is steadily increasing; however, their total integration and inclusion into campus life has not been as successful (Merchant & Gajar, 1997; Promis, et al., 2001). Canadian students with disabilities continue to be marginalized within universities, mainly because a framework for inclusion has not been firmly established (Promis et al., 2001). Although universities offer services to support academic success, other facets of campus life offered to the general student population, such as recreation or athletics, are often neglected for students with disabilities. These aspects of student life should not be considered trivial as they have many benefits and can enhance a person’s experiences and quality of life at university (Ashton-Shaeffer et al., 2001; Blinde & McLung, 1997; Blinde & Taub, 1999; Promis et al., 2001). Guided by critical disability theory and the concept of embodiment, this dissertation used a participatory action research approach that united key partners from the University of Guelph community in order to examine issues around accessibility and inclusion of students with disabilities in campus recreational and athletic opportunities. The team included representatives from the University’s Centre for Students with Disabilities and the Department of Athletics, an undergraduate student with a disability, and two university alumni. The ultimate goal was to develop a planning framework to guide universities in supporting the human rights and inclusion of students with disabilities in extra-curricular campus life. Interviews were conducted with five research team members and 18 University of Guelph stakeholders, including: students with and without disabilities, staff members from the Department of Athletics and the Centre for Students with Disabilities, faculty members, and senior administrators. A focus group was also held to share findings and generate feedback on a preliminary draft of the framework. What emerged from data analysis of the interviews, the focus group, team meetings, and journal entries was the development of a framework for Creating a Campus Culture of Compassion. This framework identifies how universities can implement programs, policies, services and practices that better respond to the changing and diverse needs and interests of students with disabilities in order to ensure their full engagement in all areas of campus life. The framework centres around six guiding principles that help guide universities toward developing a campus culture that is compassionate. Essentially, a campus culture of compassion values: (a) access for all; (b) diversity and uniqueness; (c) interdependence and social responsibility; (d) diverse knowledge basis, voices, and perspectives; (e) the power of learning and education as a tool for social change; and (f) the whole person. The framework also indicates three fundamental characteristics that a campus culture of compassion must possess. In essence, post-secondary institutions and their community members must be: (a) interconnected, (b) supportive and enabling, and (c) informed. Six process pieces are included in the framework which enables a campus culture of compassionate to be fuelled and sustained over time. These pieces include: (a) creating a vision for the future, (b) constructing a plan to achieve the vision, (c) securing funds to put the plan in place, (d) thinking critically and measuring actions against the vision, (e) being proactive to make change happen, and (f) reaching beyond compliance. The framework encourages university stakeholders to collectively reflect, dialogue, and collaborate in order to create broader systemic changes. These changes are necessary since constraints to campus engagement can threaten a student’s well-being and sense of self. This framework can serve as a starting point to initiate these conversations and inspire universities to use a participatory approach to encourage positive social change within the university context.

This qualitative action research case study seeks to modify a Middle School Computer Science Course at a medium‐sized private school in North Atlanta, Georgia by examining the intersection of media literacy, technology, and adolescent teens. The main purpose of this project is to improve the course by incorporating media literacy skills into the curriculum. Guided class discussions, active participant observation, participant journals, and participant projects will be used to learn more about students’ experience with Media Literacy education. Centering on reflective practices, teacher‐student dialogue, and peer collaboration, this project aims to identify, engage, and explore issues critical to the effective implementation of a new Media Literacy curriculum. The findings from this completed project shall be made available to school administration and the larger community for the continued improvement of the Middle School Computer Science program.