Spelling suggestions: "subject:"alberta -- aocial conditions."" "subject:"alberta -- 1social conditions.""
1 |
Vulnerabilities and strengths in parent-adolescent relationships in Bangladeshi immigrant families in AlbertaAfroz, Farzana, University of Lethbridge. Faculty of Health Sciences January 2013 (has links)
This study investigated the challenges and parent-adolescent relationship factors that
contribute to resilience and the successful adjustment of Bangladeshi families following
immigration to Canada. The systems framework of family resilience (Walsh, 2006) was
used to interpret how Bangladeshi immigrant adolescents and parents experienced and
navigated immigration challenges. Using a qualitative approach, four adolescent girls and
four parents of adolescents were interviewed to inquire into their experience of
challenges related to adolescent development, the immigrant experiences, and parentadolescent
relationships influencing their post-immigration adjustment. Immigrant
adolescents faced language and cultural barriers, bullying and discrimination in their
school environment while rituals, customs and values from their culture of origin
diminished. They felt pressured by their parent’s career expectations and felt they
suffered gender discrimination in the family. Parents faced economic and career
challenges and a difficult parenting experience. Optimism about the future, parental
encouragement, mutual empathy of each other’s struggles, sharing feelings, open and
clear communication, flexibility in parenting style and anchoring in cultural values and
religious beliefs helped parents and adolescents become more resilient in maintaining a
positive outlook with a positive view of their immigration. In some cases, the challenges
of immigration pulled the families closer together in mutual support. It is hoped that
findings from this study will assist in developing effective social programmes to ease
adolescents’ and parents’ transitions among immigrants and to promote resiliency in
immigrant families. / ix, 133 leaves ; 29 cm
|
2 |
Fanning the teacher fire : an exploration of factors that contribute to teacher success in First Nations communitiesVilleneuve, Jeanette 05 1900 (has links)
This study explores the conditions that contribute to teacher success in First
Nations communities by focusing on the experiences of educators and community
members from the Ermineskin Reserve, which is located in central Alberta. The study
addresses the question: what factors do educators and community members identify as
being major contributors to the success of teachers in First Nations communities? The
study is based on a review and analysis of data obtained through semi-structured
interviews conducted with twelve teachers, six administrators, six Native students and six parents of Native children. These educators and community members share their
experiences and ideas about how teacher success can be optimized in First Nations
settings. The study identifies a number of interrelated factors that positively and negatively influence the work of teachers in First Nations communities. Educators and community members emphasize the importance of educators and community members working
together to create a school system that not only meets the needs of students but also
nurtures and validates educators, parents and the larger First Nations community.
Recommendations are provided for educators, Native communities, Native school boards,
and post-secondary institutions who are interested in developing, nurturing and supporting teacher success in First Nations settings.
|
3 |
Fanning the teacher fire : an exploration of factors that contribute to teacher success in First Nations communitiesVilleneuve, Jeanette 05 1900 (has links)
This study explores the conditions that contribute to teacher success in First
Nations communities by focusing on the experiences of educators and community
members from the Ermineskin Reserve, which is located in central Alberta. The study
addresses the question: what factors do educators and community members identify as
being major contributors to the success of teachers in First Nations communities? The
study is based on a review and analysis of data obtained through semi-structured
interviews conducted with twelve teachers, six administrators, six Native students and six parents of Native children. These educators and community members share their
experiences and ideas about how teacher success can be optimized in First Nations
settings. The study identifies a number of interrelated factors that positively and negatively influence the work of teachers in First Nations communities. Educators and community members emphasize the importance of educators and community members working
together to create a school system that not only meets the needs of students but also
nurtures and validates educators, parents and the larger First Nations community.
Recommendations are provided for educators, Native communities, Native school boards,
and post-secondary institutions who are interested in developing, nurturing and supporting teacher success in First Nations settings. / Education, Faculty of / Graduate
|
4 |
Social support and quality of life in adults with severe and persistent mental illnessPasmeny, Gloria A, University of Lethbridge. Faculty of Education January 2008 (has links)
The current study investigated the relationship between social support and quality of life
(QoL) as well as social support and community functioning among persons with severe
and persistent mental illness (SPMI). Empirical data from Phase II of the Continuity of
Mental Health Services (COMHS) Study of Alberta (Adair, Wild, Joyce, McDougall,
Gordon, et al., 2003) were used to comprehensively examine these variables among a
broad-based sample of 301 people with SPMI receiving a mix of inpatient, outpatient,
and community services. Multiple measures administered in Phase II of the COMHS
research program provided comprehensive data on QoL (i.e., disease-specific and generic
QoL), functioning (i.e., community ability), and objective (OSS) and subjective (SSS)
measures of social support. Higher ratings of both OSS and SSS were associated with
better QoL and functioning at outcome. Participant ratings of objective dimensions of
their own social support were shown to be most important in determining life quality and
functioning at outcome. Of the two SSS variables, the one most predictive of life quality
was the participants’ sense of the provision and receipt of social support. Clinician-rated
OSS was a significant predictor of QoL only for participants who rated social support
availability as poor. The results of this study may inform policy development, planning,
and resource allocation for community treatment programs in Alberta and elsewhere, as
there is widespread support both provincially and nationally for increasing community
support services and decreasing the number and length of inpatient admissions (Kirby &
Keon, 2006). A better understanding of the relative impact of social support variables is
essential for further development of effective psychosocial rehabilitation programming. / xvii, 217 leaves ; 29 cm.
|
5 |
Social justice pedagogy and teacher-student activism : a collaborative study of school-based projectsLund, Darren E. 11 1900 (has links)
This research seeks a clearer understanding of the field of social justice education in
Canada. Informed by multicultural and antiracist pedagogy, I explore the theoretical
underpinnings and practical realities of this work among 11 activist Alberta teachers and
students. Collaborative interviews with these participants reveal portraits of current activism
in voluntary coalitions in secondary schools. Through guided critical self-reflection, fellow
activists and I examine forming and sustaining ongoing projects. I present guiding hypotheses
and assumptions that steer this research, and a theoretical framework that accommodates
complex intersections of "race," class, gender, sexual orientation, and other considerations of
social justice pedagogy and activism.
This research addresses omissions in the educational literature; one such gap is a lack
of research attention to young people—particularly to their role as active participants in social
justice movements. In addition, I address teachers' previously undervalued role as crucial
participants in educational policy development, reform efforts, and research on social justice
education. Attending to the relatively few accounts of school-based action projects, I describe
the integrative STOP model of student and community activism.
An overview of the unique Canadian and regional contexts and recent political
developments around social justice issues, and a summary of relevant research and theory
from British and American literature, suggest specific areas of contention, influence, and
overlap of relevance to this study.
I employ a qualitative research methodology using a specific collaborative approach,
and include details of participant selection, data gathering and analysis, and ethical
considerations. Two chapters develop my research results along the lines traced by my
guiding hypotheses.
A concluding chapter outlines the specific significance of this research, factors that
promote coalition-building, and promising avenues for further scholarly study. A value of this
investigation is the rich offerings from my participants, whose reflections on their work are
solidly grounded in understandings of daily activism. Their contributions show the potential
mutual benefits of respectful research collaborations that both reveal and share the wisdom of
social justice practitioners as theorists.
|
6 |
Soldiers of the plough : popular protest and insurgency in Alberta and Saskatchewan, 1918-1948Monod, David, 1960- January 1983 (has links)
No description available.
|
7 |
Social justice pedagogy and teacher-student activism : a collaborative study of school-based projectsLund, Darren E. 11 1900 (has links)
This research seeks a clearer understanding of the field of social justice education in
Canada. Informed by multicultural and antiracist pedagogy, I explore the theoretical
underpinnings and practical realities of this work among 11 activist Alberta teachers and
students. Collaborative interviews with these participants reveal portraits of current activism
in voluntary coalitions in secondary schools. Through guided critical self-reflection, fellow
activists and I examine forming and sustaining ongoing projects. I present guiding hypotheses
and assumptions that steer this research, and a theoretical framework that accommodates
complex intersections of "race," class, gender, sexual orientation, and other considerations of
social justice pedagogy and activism.
This research addresses omissions in the educational literature; one such gap is a lack
of research attention to young people—particularly to their role as active participants in social
justice movements. In addition, I address teachers' previously undervalued role as crucial
participants in educational policy development, reform efforts, and research on social justice
education. Attending to the relatively few accounts of school-based action projects, I describe
the integrative STOP model of student and community activism.
An overview of the unique Canadian and regional contexts and recent political
developments around social justice issues, and a summary of relevant research and theory
from British and American literature, suggest specific areas of contention, influence, and
overlap of relevance to this study.
I employ a qualitative research methodology using a specific collaborative approach,
and include details of participant selection, data gathering and analysis, and ethical
considerations. Two chapters develop my research results along the lines traced by my
guiding hypotheses.
A concluding chapter outlines the specific significance of this research, factors that
promote coalition-building, and promising avenues for further scholarly study. A value of this
investigation is the rich offerings from my participants, whose reflections on their work are
solidly grounded in understandings of daily activism. Their contributions show the potential
mutual benefits of respectful research collaborations that both reveal and share the wisdom of
social justice practitioners as theorists. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
|
8 |
Soldiers of the plough : popular protest and insurgency in Alberta and Saskatchewan, 1918-1948Monod, David, 1960- January 1983 (has links)
No description available.
|
9 |
"All we need is our land" : an exploration of urban Aboriginal homelessnessWeasel Head, Gabrielle, University of Lethbridge. Faculty of Arts and Science January 2011 (has links)
This thesis explores Blackfoot homelessness in relation to traditional attachments to Blackfoot territory. It addresses the underlying causes of Blackfoot homelessness in the city of Lethbridge. It speaks to the participants’ experiences of loss on a multitude of levels, disconnection from family and traditional community, and the complex notion of what “homelessness” means for the Blackfoot participants. The thesis uses a literature review to inform the study. The research methodology is a focused ethnography. Interviews with Blackfoot homeless participants were conducted at the city of Lethbridge’s homeless shelter in 2009 and 2010. Narrative analysis was used to interpret the data and the findings, and the subsequent discussion of them, were from a Blackfoot perspective. It is hoped that the information contained within this thesis will help those reading it to better understand Native homelessness and provide insights into the subjective nature of what it means to be “home.” The results of the findings also suggest ways for service providers to develop improved programming aimed at the Native homeless population. / vi, 164 leaves ; 29 cm
|
Page generated in 0.4726 seconds