To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

Cette thèse vise à expliquer la problématique de l’échec répété de la mise en oeuvre des politiques publiques de l’eau au Mali, notamment celles relatives à l’implantation du modèle de gestion intégrée des ressources en eau (GIRE). En effet, ces politiques publiques de l’eau peinent à s’implanter au Mali étant donné qu’elles sont conçues le plus souvent dans le cadre d’initiatives extérieures financées par la coopération internationale au développement. Ainsi, pour sa mise en oeuvre, le modèle global dominant de gestion intégrée de l’eau conçu dans ce cadre se trouve confronté à la réalité des contextes locaux de gestion de l’eau prévalant au Mali dans le delta intérieur du Niger (DIN). C’est donc à partir du point de vue de ces réalités contextuelles locales de gestion de l’eau dans le delta intérieur du Niger que cette recherche vise à étudier la manière dont les acteurs façonnent leurs politiques publiques de l’eau et les mettent en oeuvre. Pour ce faire, la thèse se focalise sur l’analyse du discours des acteurs, de leurs stratégies et logique d’action, ainsi que de leurs pratiques de gestion de l’eau en lien avec la mise en oeuvre du modèle de gestion intégrée de l’eau. L’analyse des données recueillies à diverses échelles d’interaction, tant au niveau institutionnel que territorial et infrastructurel, met en évidence plusieurs limites qui contraignent l’implantation de la GIRE au Mali. Ces limites portent notamment sur les pratiques de l’État à travers le déploiement de stratégies de contrôle par bricolage micro-institutionnel et par territorialisation, ainsi que par la normalisation de règles d’accès à l’eau et à la terre, combinés à une mise en application de dispositifs juridico-administratifs de conduite de soi et de contrôle de l’autre. / This thesis aims to explain the problem of the repeated failure of the implementation of public water policies in Mali, particularly those relating to the implementation of the integrated water resources management (IWRM) model. Indeed, these public policies related to water are struggling to take root in Mali given that they are most often designed within the framework of external initiatives financed by international development cooperation. Thus, for its implementation, the dominant global model of integrated water resource management designed in this context is confronted with the reality of the local water management contexts that prevail in Mali in the Inner Niger Delta (DIN). It is therefore from the perspective of these local contextual realities of water management in the Inner Niger Delta that this research aims to study the way in which actors shape their public policies related to water and implement them. To do so, the thesis focuses on the analysis of the actors' discourse, their strategies and their logic of action, as well as on their water resource management practices in relation to the implementation of the integrated water management model. The analysis of the data collected at different scales of interaction, at the institutional, territorial and infrastructural levels, highlights several limitations that hinder the implementation of IWRM in Mali. These limits concern in particular the practices of the State through the deployment of control strategies through micro-institutional tinkering and territorialization, as well as through the standardization of the rules of access to water and land, combined with the application of legal and administrative mechanisms for self-management and control of the other.