The Training for Health Renewal Program (THRP) is a multi-year CIDA-funded partnership between the Health Science Faculties at the University of Saskatchewan and the Ministry of Health of Mozambique. Participatory Teaching, Learning and Research: Core Facilitator Training was a curriculum offered to participant Trainers in THRP between August 1999 and November 2000, at the University of Saskakatchewan. The participants were seven Mozambican health care workers who have since returned to Mozambique to work as core facilitators of improved community health practice in Massinga, Mozambique. In January, 2001, I traveled to Mozambique to contribute to the overall THRP program evaluation through the completion of a needs assessment. The assessment examined the current practice experience of the Trainers, used that experience to assist the Trainers in identifying professional development needs, and examined the use of the Story-Dialogue method as used in this particular context. The participants were six of the original seven Trainers. Data were collected using one-on-one interviews, the Story-Dialogue method, a focus group debriefing session, and journaling. The current practice experience of the Trainers involved both challenges and successes. Challenges included bridging several gaps related to having studied in Canada in order to practice in Mozambique, working with local communities, working with colleagues and students, and a lack of support. Successes described included those found when working with local communities and working as a team. The Trainers identified a rich breadth of professional development needs. Content needs included learning related to planning, formalizing their practice of critical reflection, recognizing their own assets and limitations, and dealing with organization issues affecting their professional development. As well, the Trainers identified course-specific areas of interest. Methods for achieving development included relationship building, use of distance education and participatory methods, and formalizing access to continuing education. Finally, the Story-Dialogue method was found to be particularly useful in this context. The Trainers found the method fostered both personal and organizational change and was inclusive. Challenges of the method included the risk of disclosure, the need to formalize follow-up, and the potential need to adapt the method depending on the community using it.

The purpose of this study was to investigate the relationship between selected demographic variables and the attitudes of teachers toward the oral English of their Indigenous students in Saskatchewan and Queensland.<p>Data were collected by administration of the Indigenous Students Oral English Questionnaire to a total of 217 teachers from schools throughout northern and central Saskatchewan, Canada and Queensland, Australia. The independent variables in the study were: culture, language teaching experience, education, age and sex. The dependent variable was the attitudes of the teachers toward the validity and acceptability of the Indigenous students' oral English.<p>Results of a factor analysis produced four attitudinal factors: Dialect Description, Difference/Deficit, Acceptability/Unacceptability, and Adequacy/Inadequacy. Seven hypotheses were analyzed by one-way analyses of variance to determine if any significant differences existed among the attitudinal factors on the basis of the demographic characteristics of the respondents. <p>The findings of this study must be considered in relation to the following limitations: the size and nature of the sample, the difficulty of measuring attitudes, and the existence of cultural bias. *<p> The study concluded with the following findings;<p>1. The cultural background of the teachers did not relate to differences in attitudinal judgements toward the oral English of Indigenous students.<p>2. The language background related to differences in attitudes toward language variation. Teachers who either spoke or understood an Indigenous language or Indigenous English were more positive toward the speech of their Indigenous students.<p>3. The language and culture of the teachers in combination was found to relate to differing attitudes toward language variation. Those teachers who were both of Indigenous ancestry and either spoke or understood an Indigenous language or Indigenous English were more positive toward the speech of their Indigenous students.<p>4. The years of teaching experience of the teachers was related to attitudinal differences toward language variation. There was a general trend for teachers with less experience to be more positive toward the speech of their Indigenous students.<p>5. The-post-secondary education of the teachers was related to their attitudes toward language variation. The teachers with three to four years of post-secondary education and more specialty courses in linguistics, Indigenous education/studies, ESL/ESD, sociology of education, cross-cultural education, cultural anthropology, and language teaching methodologies were more positive and accepting of the speech of their Indigenous students. Length of training was not related to differing attitudes among Canadian teachers.<p>6. The demographic characteristic of age was found to be related to differences in attitudes toward language variation. The younger teachers tended to have more positive attitudes toward the speech of Indigenous children. The variable of sex was important only for the Canandian group.<p>Further findings indicated that the attitudinal factors most likely to be related to demographic characteristics were Difference/Deficit and Adequate/Inadequate. The respondents who tended to be more positive toward the students language generally described it as Different but also Adequate for classroom use. It was concluded that the variables of language, teaching experience, education, age and sex related significantly to teacher attitudes towards the oral English of Indigenous students. It was also found that culture and language in combination related to differences in attitudinal judgments. It was further concluded that since these characteristics were found to be important, teacher education programs need to examine assess, and design preservice, and inservice programs for the teachers of Indigenous children.

This study explores the factors that influence how three First Nations educators in the City of Saskatoon define ethics, identify ethical dilemmas, and resolve ethical dilemmas.<p> Using the case-study methodology guided by respectful inquiry with First Nations people, the study sought to identify influential factors affecting the ethical considerations among three Aboriginal educators. The research questions were: 1) How do three Aboriginal educators define ethics? 2) How do the three Aboriginal educators identify an ethical dilemma? 3) What factors do the three Aboriginal educators identify as influencing the resolution of ethical dilemmas? The study sought to identify how the educators perceive ethics, and was not meant to be built on a priori theory of ethics. The reliance on ethical theory beyond what was generated by the participants or through relevant and related studies was carefully selected so as not to impede the expression of the understandings of the participants and the interpretations and understandings of the researcher and readers.<p> The study found that the participants identified their definitions, instances, and resolution of ethical dilemmas as reflecting the experiences of the participants. Their histories are a part of the diversity of First Nations people, and it is their stories that illustrate the ethical frameworks of the participants. The study participants reported a connection to their First Nations cultures from which they drew. Their influential experiences, though, have diminished a concrete connection to their First Nations cultures. They maintain a sense of belonging to an Aboriginal collective, and it is this membership that frequently defines their ethical dilemmas.

The purpose of this study was to empirically support and elaborate upon an integrative theory of career development by examining the worklife adjustment and career development experiences of new Canadian immigrant professionals. In focusing on the participants’ subjective views, the study provided an understanding of the lived experiences of this unique life-career transition, and in so doing, aimed to elaborate upon existing theories of career development towards the development and empirical substantiation of a comprehensive, diversity- and culturally- sensitive integrated meta-theory of the career development of immigrants in Canada. A qualitative methodology was employed and transcripts of in-depth interviews were analyzed using a grounded theory approach to data analysis. The central themes within the narratives that emerged were contrasted against an integrative career development theory and career development theoretical constructs, with the goal of elucidating the role and function of such constructs in immigrants’ Canadian career development. The study’s findings and contribution of a diversity- and culturally- informed, integrated, and enriched meta-theory of career development have implications for career counselling, cross-cultural, immigrant, and vocational psychology literature and practice.

Bullying remains a serious issue in our schools. The goals of this study were three-fold. Firstly, to obtain an estimate of ethnic-racial bullying victimization in urban schools, secondly, to examine protective factors for bullying victimization, and finally, to explore gender differences in bullying behaviour. A total of 319 students in grades 6 and 7 completed a measure of bullying victimization and safe school environment. The results revealed an overall bullying victimization rate of 53.9% with 17.8% of students reporting being bullied based on their ethnicity or race. Contrary to previous research (McKenney, Pepler, Craig, & Connolly, 2006), girls and boys were equally likely to engage in all types of bullying behaviours. Extracurricular activities were generally not a protective factor against bullying, while a large network of close friends was. Bullying intervention programs need to focus on ethnic/racial bullying, and teachers need to increase their awareness of this problem.

An approach to teaching art using a cross-cultural curriculum to create enthusiasm amongst Latino students and myself was the basis for my research. I collected my data using auto-ethnographical recordings and documenting my results in a pre-evaluation in December 2009, and an implementation of the study in January and February of 2010, with third grade students in a public school in Metro Atlanta. After the pre-evaluation I decided to use a more cross-cultural and tactile approach. I first implemented a lesson based on the Maori of New Zealand. I furthered my research by implementing a second lesson based on Chinese New Year dragon puppets. This lesson was also cross-cultural, but created a more tactile experience. I found that teaching about a culture rather than a singular artist, using tactile materials, and having step-by-step directions that led to a specific outcome created more enthusiasm in my classroom.

Among sport sociologists, the dependency relationship between sport and the dominant culture has become an important area of concern. Examination of the cultural and historical transformations of specific sports may be expected to provide significant insights into the nature of this relationship. The purpose of this study was to develop hypotheses to explain how the meanings and the forms of judo have been transformed and/or maintained in the society of origin, Japan, and in an adoptive society, the United States. An ethnographic study, based upon in-depth interviews with judo instructors in the United States and Japan, selected by means of criterion-based and purposive sampling, served as the principal source of information. In addition, a variety of additional information-gathering methods were used for the two countries. Observations at selected judo clubs and tournaments, informal interviews with judoists, and analysed of sport-specific publications, were employed to develop the credibility of the findings. Consequently, three hypotheses were developed and explored: ( 1 ) the forms of judo are independent of the dominant society, (2) the meanings of judo are strongly dependent upon the dominant society, and (3) the forms of judo in Japan have been subject to greater variance than judo as practiced in the United States. In addition, based upon modern methodology of consumer behavior, an investigation of the favorite possessions of judoists in the United States and Japan was conducted to explore the deeper meanings of judo to individual participants in each country. For the United States, three themes emerged: (1} judo as a means to form friendships, (2) judo as a means to express individual abilities, and (3) persistence of the Kodokan-Japanese orientation. For Japan, the two themes which addressed the meaning of judo were: ( 1 ) judo as a means of self-discipline and (2) judo as a championship sport. When considered jointly, both ethnographic inquiry and favorite possessions investigation suggested that there were culturally different reasons why individuals in the two countries chose to seek involvement in the sport of judo. Basically, American judoists tended to emphasize friendships among judoists and the value of individual achievements, whereas Japanese judoists valued the nature of individual effort and respectful feelings for their instructor and the instructional process. / Graduation date: 1993

The Training for Health Renewal Program (THRP) is a multi-year CIDA-funded partnership between the Health Science Faculties at the University of Saskatchewan and the Ministry of Health of Mozambique. Participatory Teaching, Learning and Research: Core Facilitator Training was a curriculum offered to participant Trainers in THRP between August 1999 and November 2000, at the University of Saskakatchewan. The participants were seven Mozambican health care workers who have since returned to Mozambique to work as core facilitators of improved community health practice in Massinga, Mozambique. In January, 2001, I traveled to Mozambique to contribute to the overall THRP program evaluation through the completion of a needs assessment. The assessment examined the current practice experience of the Trainers, used that experience to assist the Trainers in identifying professional development needs, and examined the use of the Story-Dialogue method as used in this particular context. The participants were six of the original seven Trainers. Data were collected using one-on-one interviews, the Story-Dialogue method, a focus group debriefing session, and journaling. The current practice experience of the Trainers involved both challenges and successes. Challenges included bridging several gaps related to having studied in Canada in order to practice in Mozambique, working with local communities, working with colleagues and students, and a lack of support. Successes described included those found when working with local communities and working as a team. The Trainers identified a rich breadth of professional development needs. Content needs included learning related to planning, formalizing their practice of critical reflection, recognizing their own assets and limitations, and dealing with organization issues affecting their professional development. As well, the Trainers identified course-specific areas of interest. Methods for achieving development included relationship building, use of distance education and participatory methods, and formalizing access to continuing education. Finally, the Story-Dialogue method was found to be particularly useful in this context. The Trainers found the method fostered both personal and organizational change and was inclusive. Challenges of the method included the risk of disclosure, the need to formalize follow-up, and the potential need to adapt the method depending on the community using it.

Bullying remains a serious issue in our schools. The goals of this study were three-fold. Firstly, to obtain an estimate of ethnic-racial bullying victimization in urban schools, secondly, to examine protective factors for bullying victimization, and finally, to explore gender differences in bullying behaviour. A total of 319 students in grades 6 and 7 completed a measure of bullying victimization and safe school environment. The results revealed an overall bullying victimization rate of 53.9% with 17.8% of students reporting being bullied based on their ethnicity or race. Contrary to previous research (McKenney, Pepler, Craig, & Connolly, 2006), girls and boys were equally likely to engage in all types of bullying behaviours. Extracurricular activities were generally not a protective factor against bullying, while a large network of close friends was. Bullying intervention programs need to focus on ethnic/racial bullying, and teachers need to increase their awareness of this problem.

There is popular belief among Kenyans that their government inappropriately distributes resources unequally between different regions in Kenya. A modified version of Zimmerman and Zahniser's (1991) Sociopolitical Control Scale (SPCS) tested for differences in perceived sociopolitical control (SPC) between residents of Kenya's three biggest cities, Nairobi (n = 49), Mombasa (n = 50), and Kisumu (n = 51). Hypotheses were based on expected levels of leadership competence (LC) and policy control (PC), two sub-scales that combine to create SPC. Contrary to the hypothesis, results indicated no significant differences in levels of SPC among the cities. Results could indicate a shared urban culture throughout these cities, or could be due to methodological issues. Suggestions for creating a Kenya-specific SPCS are outlined.