The illicit drug overdose crisis is an ongoing epidemic that continues to take lives at unprecedented rates and British Columbia, Canada has been identified as the epicenter in Canada, where approximately five deaths per day are linked to unregulated substances most often including fentanyl (Service, 2022). In Victoria, British Columbia, community drug checking sites have been implemented as a public health response to the ongoing overdose crisis and the unregulated illicit drug market through a community-based research project called the Vancouver Island Drug Checking Project. In addition to providing anonymous, confidential, and non-judgmental drug checking services with rapid results, the project has conducted qualitative research aimed to better understand drug checking as a potential harm reduction response to the illicit drug overdose crisis and the unregulated illicit drug market (Wallace et al., 2021; Wallace et al., 2020). An analytical framework was utilized to understand the impact substance use stigma has on those accessing drug checking services, as well as those who avoid accessing these services as a direct result of substance use stigma. This study found that the risk of criminalization and the anticipation of being poorly treated appear to be the most significant barriers related to stigma, rather than actually experiencing stigma. Further, it appears the implementation of community drug checking creates tensions that need to be navigated as sites and services balance a hierarchy of substances and stigma; differing definitions of peers; public yet private locations; and, normalization within criminalization. The findings suggest the solution to substance use stigma and drug checking will not come from continuing as we are, but through making changes at all levels (individual, interpersonal, and structural) and thus for all people who access community drug checking. / Graduate

Published Articles / The dawn of a democratic South Africa in 1994 established a society entrenched in Human Rights milieu. As such, public schools are meant to align their policies with the rule of the law. Particularly, section 10 (1) of South African Schools Act, 84 1996 (hereafter SASA) respectfully prohibits the administration of corporal punishment directed at a learner in public schools. The subsequent section 10 (2) of SASA admonishes that any person contravening section 10 (1) of SASA is liable on conviction to a sentence which could be imposed for assault. These mentioned provisions of the school legislation are consistent with section 10 of the Constitution of the Republic of South Africa (RSA) which affords every person the inherent right to dignity of the person. Against the afore-mentioned legislative provisions, teachers have resorted to the use of sarcasm as a tool to inflict punishment in the manner that it could be equated with corporal punishment. Sarcasm is a form of language that is used to cause emotional and psychological harm, belittle, ridicule and humiliate the person it directed at. Judged against the provisions of the legislation governing schools in South African public schools, sarcasm could be said to be a direct violation of fundamental rights of learners to dignity of the person. In order to explore the intonation of sarcasm as supplement for corporal punishment the research paper employed a qualitative critical emancipatory research (CER) approach. Data gathered through a purposive sample of ten secondary teachers was analysed by the use of textual oriented discourse analyses.

Submitted by Ivo Guilherme Vida (ivovida@hotmail.com) on 2018-04-18T13:42:30Z No. of bitstreams: 2 Vida_ig_me_dissertação.pdf: 2268517 bytes, checksum: d80b1e9f7828fb56ed5615897fcb0347 (MD5) Vida_ig_me_Produto.pdf: 5820037 bytes, checksum: 1921e07eb7628d69622b49059fc532ab (MD5) / Rejected by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - submeter apenas um arquivo (PDF). O produto educacional pode ser inserido no final da dissertação. Agradecemos a compreensão. on 2018-04-18T14:42:15Z (GMT) / Submitted by Ivo Guilherme Vida (ivovida@hotmail.com) on 2018-04-19T02:09:59Z No. of bitstreams: 1 Vida_ig_me_dissertação.pdf: 2269028 bytes, checksum: f32d331d3a102289b186f9ad08ed284d (MD5) / Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2018-04-19T18:22:34Z (GMT) No. of bitstreams: 1 vida_ig_me_bauru.pdf: 2205914 bytes, checksum: 202c1aa6a8ea88117460e28dda31c10f (MD5) / Made available in DSpace on 2018-04-19T18:22:34Z (GMT). No. of bitstreams: 1 vida_ig_me_bauru.pdf: 2205914 bytes, checksum: 202c1aa6a8ea88117460e28dda31c10f (MD5) Previous issue date: 2018-02-19 / As abordagens teórico-metodológicas da Educação Física Escolar cumprem um papel fundamental no processo de aprendizagem de crianças e jovens estudantis. No entanto, observam-se lacunas na formação inicial, bem como nos cursos de educação continuada, porém, há a expectativa dos professores em compreender tais perspectivas. É nesse sentido que a presente pesquisa objetivou evidenciar como se procede a prática pedagógica dos professores de Educação (Física) Infantil, de um município do interior de São Paulo. Para isso, buscou-se instrumentalizar os professores em relação às abordagens de ensino, enfatizando a educação de cidadãos críticos por meio do enfoque na abordagem crítico-superadora e da sustentabilidade, a última, tendo sua justificativa na necessidade global de ampliar a consciência ambiental valorizando as práticas sustentáveis. A investigação está estruturada: a) Revisão de literatura referente à Infância, escola e Educação (Física) Infantil; b) As abordagens Teórico-metodológicas da Educação Física; e c) A perspectiva da sustentabilidade, Educação Ambiental e práticas sustentáveis na Educação Física. No que diz respeito aos processos metodológicos, o estudo baseou-se no enfoque qualitativo, em específico, a pesquisa participante, com quatro (4) professores, sendo aplicado como recurso para a coleta de dados o grupo focal, com auxílio de um guia de entrevista, totalizando oito (8) encontros - nomeados de interlocução e caracterizados por uma formação continuada, em que o grupo de professores se reuniu para aprofundar os conhecimentos sobre as abordagens teóricas da Educação Física. Os encontros foram gravados e as informações transcritas para que fossem tratadas e definidas as categorias de análise de conteúdo, sendo: 1. O planejamento e as fontes teóricas, que contém a subcategoria: As tendências históricas de ensino no âmbito da Educação Física; 2. Os aspectos motores, cognitivos e afetivo-sociais: como trabalhar em harmonia? 3. Do comando ao diálogo: as relações sociais e as mediações de conflito; 4. As abordagens pedagógicas da Educação Física na ótica dos professores participantes; 5. A Sustentabilidade e a Educação Ambiental ganhando espaço na Educação (Física) da Infância. Da investigação evidenciou-se: a) que os professores participantes da pesquisa não aprenderam as abordagens na formação inicial; b) aplicam determinadas estratégias das abordagens em suas práticas, porém, não conhecem profundamente seus fundamentos; c) caracterizando suas aulas num ensino experiencial, perpassando por um amálgama das abordagens de ensino; d) no que se refere ao tema da sustentabilidade, reconhecem a importância do tema nas aulas, porém, não tiveram formação voltada para tal; e) carecem de formação continuada de qualidade; Concluiu-se que, na educação básica, as práticas de ensino dos professores de Educação (Física) Infantil necessitam ser ressignificadas a nível das abordagens de ensino, por meio de políticas públicas que proporcionem uma formação continuada crítica e emancipada. Como resultante final apresento o produto educacional sobre a abordagem crítico-emancipatória na perspectiva da educação sustentável, objetivando a renovação da prática pedagógica da Educação (Física) Infantil / The theoretical-methodological approaches of Physical School Education, play a fundamental role in the learning process of children and young students. However, there are gaps in initial training as well as in continuing education courses, but teachers are expected to understand such perspectives. It is in this sense that the present research aimed to show how the pedagogical practice of the Physical (Infant) Education teachers of a municipality in the interior of São Paulo is carried out. In order to achieve this, we sought to equip teachers with regard to teaching approaches, emphasizing the education of critical citizens by focusing on the critical-surpassing approach and sustainability, the latter having its justification in the global need to broaden environmental awareness by valuing the sustainable practices. The research is structured: a) literature review on Childhood, school and Infant (Physical) Education; b) The theoretical-methodological approaches of Physical Education; and c) The perspective of sustainability, Environmental Education and sustainable practices in Physical Education. With regard to the methodological processes of the study, four (4) teachers were based on the qualitative approach, specifically the participant research, and the focal group was used as a resource for the data collection, with the help of an interview guide , totaling eight (8) meetings - named for dialogue and characterized by a continuous formation, in which the group of teachers met to deepen the knowledge on the theoretical approaches of Physical Education. The meetings were recorded and the information transcribed to be treated and defined the categories of content analysis, being: 1. The planning and the theoretical sources, which contains the subcategory: The historical trends of teaching in the scope of Physical Education; 2. The motor, cognitive and affective-social aspects: how to work in harmony? 3. From command to dialogue: social relations and conflict mediations; 4. The pedagogical approaches of Physical Education in the perspective of the participating teachers; 5. Sustainability and Environmental Education gaining space in the (Physical) Education of Childhood. The research showed that: a) that the teachers participating in the research did not learn the approaches in initial training, b) apply certain strategies of the approaches in their practices, but do not know their fundamentals deeply, c) characterizing their classes in experiential teaching through an amalgam of teaching approaches; (d) as far as sustainability is concerned, they recognize the importance of the theme in the classes, but they were not trained in this, and e) lack continuous quality education, it was concluded that in education basic, the teaching practices of Infant (Physical) Education teachers need to be resented at the level of teaching approaches, through public policies that provide an ongoing critical and emancipated formation. As a final result, I present the educational product about the critical-emancipatory approach in the perspective of sustainable education, aiming at the renewal of the pedagogical practice of Infant (Physical) Education.

Published Article / This research study explores how black male student teachers in their final fourth year programme at the University of Technology conceptualise the 'in loco parentis' aspect of their professional moulding. Male student teachers in their final fourth year studies are placed for a period of six months at various schools, as part of their professional preparation. Based on this phenomenon it has become important to explore how they perceive their position as male teachers in preparation against the delegated position invested in them by common law, as well as legal positive law. The researcher used the Critical Emancipatory Research (CER) approach as a transformative and liberatory mechanism to move away from the problems that are associated with being a male teacher and the abuse of power directed at learners in their care. A critical discourse analysis (CDA) was used to analyse the narratives of ten black male student teachers through in-depth interviews that were audio-taped. The ten male student teachers were based in different secondary schools in the Lejweleputswa district.

Background: People who use illegal drugs are disproportionately affected by HIV and hepatitis C, stigmatization and social exclusion. Health inequities are worsened by drug policy of criminalization, which thwarts health promotion efforts and hinders access to services. To address these inequities, people who use drugs are increasingly included in decisions that affect them by sitting on policy, service delivery and research committees. This study addressed a gap in understanding how power inequities are transformed in committees where people who use drugs are at the table. Methods: In partnership with the Drug Users Advocacy League and the Society of Living Illicit Drugs Users, this participatory critical emancipatory inquiry explored power relations in four committees in Ontario and BC. Data were collected in 2013 through meeting observations, interviews, demographics surveys and document reviews. Data analysis was guided by theoretical frameworks grounded in critical theory and transformative learning theory. Results: Findings confirmed striking socioeconomic inequities between people who use drugs and others at the table. Inconsistent measures were taken by committees to alleviate barriers to inclusion. Despite openness to inclusion, committee members tended to underestimate people who use drugs. The presence of local organizations of people who use drugs ensured a more democratic selection of their representatives to sit on committees. Once at the table, creating a safe space entailed building trust, authentic relationships, relational and reflective dialogue, and skilled facilitation. Democratic practices of negotiated relationships and consensus-based decision-making enhanced meaningful inclusion. A structural environment in which drug policy criminalizes people who use illegal drugs hindered capacity to transform power inequities by feeding stigma, which worsens health and social inequities. Committees were committed to inclusion of people who use drugs though capacity to do so varied due to budgetary and human resources constraints. Study limitations, practice implications and future research directions are offered. / Graduate / 0700 / 0680 / lynnebel@uvic.ca

The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in one of the schools in Nzhelele West Circuit. The particular area was chosen because there are a number of rural, disadvantaged schools. The study further identified and clarified the possible obstacles to the implementation of CAPS. This study was exploratory and qualitative in nature, and adopted a case study research design to investigate teachers’ perceptions of the implementation of CAPS in the chosen area. The research was performed with a sample of purposively selected participants, namely the principal, one Head of Department, and four teachers. Semi-structured interviews, observation and document analyses were the methods of data collection. Document analysis was used to corroborate the data collected through observation and interviews. The findings indicated that teachers were not ready to accept and implement the new curriculum. Although the findings highlighted the differences in their knowledge regarding the introduction of CAPS, they shared the same sentiments regarding the interpretation and understanding of CAPS content and components. Furthermore, this study revealed that some encounters impeded teachers from successfully implementing the CAPS. It was clear that teachers required comprehensive orientation and further training on the subject, as well as relevant teaching and learning support material, support and frequent monitoring, proper infrastructure, and a conducive teaching and learning environment. The findings highlighted that without the mentioned challenges, it was not possible to successfully implement CAPS. Based on the findings from interviews, observations and document analysis, the study made the following recommendations: in order to ensure effective CAPS implementation, the Department of Education and curriculum designers have to consult widely and involve teachers and parents during the planning phase. In addition, teacher development has to be a priority in the process of introducing every new curriculum, and teachers need to be monitored and supported in order to enhance the quality of teaching and learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)