This thesis explores the experiences and practices of disaster relief volunteers. This thesis is based on ethnographic fieldwork conducted over a period of fifty-three days in the summer of 2007 at the post-hurricane Katrina Lower Ninth Ward of New Orleans, Louisiana. Through innovative practices and a commitment to the principle of “solidarity not charity” volunteers produce not just material aid, but an ideology of social justice. This thesis is also an exercise in engaged scholarship in that the author directly participated in the disaster relief effort as a volunteer.

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.

Nursing is a high risk profession for injury. A Canadian survey reports many nurses are in poor physical and emotional health; they sustain more musculoskeletal and violence related injuries than other occupational groups. In Ontario, an injury management approach called Early Return to Work (RTW) requires injured workers, including nurses, to go back to work before full recovery. The Workplace Safety and Insurance Board cite this approach as beneficial to both the employer and employee. This study uses an institutional ethnographic approach to examine critically the RTW process from the standpoint of injured registered nurses. Through interviews and mapping activities with nurses, other health professionals and managers, a rendering of the social organization of hospital injury management emerges. The findings suggest that the implementation of RTW is complicated and difficult for nurses, their families and hospital employers. Injured nurses engage in significant amounts of domestic, rehabilitation and accommodation work in order to participate in the RTW process. When the returning nurse is unable to engage in full duties hospital operations become disorganized. Collective agreements and human resources procedures limit the participation of injured nurses in creative and/or new roles that could utilize their knowledge and skills. As a result, nurses are assigned to duties, which hamper them from returning to their pre-injury positions and cause their employment with the hospital to be reconsidered. The unsuccessful return of injured nurses to employment is counter to provincial retention initiatives, which seek to sustain an adequate cadre of nurses ready and able to care for the increasing health care needs of an aging population. Sites of change which could support and promote the successful return of these injured workers to nursing work are identified in this study.

This dissertation demonstrates that notions of language and identity are not entirely about personal characteristics (what a person is born with, what is "in his blood"), nor are they entirely about agency (how a person chooses to present herself). Instead, they are largely about markets and about the multiple positionings of social actors within markets that are structured by ideologies of the nation state, immigration and the globalized new economy. This critical perspective challenges the normalized view that immigrant (diasporic) communities are simply natural social groupings or depoliticized transplantations of distinct ethnolinguistic units from their "homeland". They are, like language and identity, carefully constructed and managed social projects that are shaped by forces from within and from without. In Canada, the conditions for the institutionalization and (re)production of ethnolinguistic differences, which also make and mark class relations, are strengthened by the state’s multiculturalist policy. The Portuguese-Canadian community is one such ethnolinguistic market and the goal of this research is to examine which forms of portugueseness dominate the market, why and with what consequences for whom. Building from an ethnographic and critical sociolinguistic approach (Bourdieu 1977, Heller 2002), the qualitative data behind this research was produced through a two-year ethnography, participant observations and semi-structured interviews drawing primarily from six second-generation Portuguese-Canadians and members of their social networks. The findings suggest that the kind of portugueseness that dominates the Portuguese-Canadian market is one from Mainland Portugal; one that is folklorized, patriarchal, and that promotes (Mainland) Portuguese monolingualism and false cultural homogeneity. A consequence of this sociolinguistic structuration is a division between Azoreans and Mainlanders who make up two parts of the same Portuguese market; partners in conflict over the legitimacy and value of their linguistic and social capital. Furthermore, the inheritors of this market, the second and subsequent generations, navigate discursive spaces filled with contradictions that often marginalize them. Their experiences highlight strategic mobilizations of Portuguese language and identity, as well as the consequences of having delegitimized cultural and linguistic capital. In short, this dissertation highlights the productive tensions between structure and agency, between uniformity and variability, and between exclusion and inclusion.

This study examines the dynamics and implications of trans-spatial subordination in/across the lived experiences of six incarcerated participant youths in a secure custody facility for juveniles in Louisiana. Five male teenagers (four African American, one White) and one female teenager (African American) discuss the limitations, harassment, and confinement in various aspects of their lives and speak about the impact on their expectations for the future. The author employs several methodologies in order to develop a multimedia, multifaceted representation of their lives. The narratives elicited through interviews provide the bulk of the data as the participants describe this perpetual subordination. The photographs, resulting from the implementation of a visual ethnographic methodology, provide images that serve as catalysts for introspection and analysis of significance in the mundane and routine, particularly as they apply to the carceral facilities, structures, and policies themselves. Film viewing and discussion offer an array of depictions of youth and criminality to which the youths responded, granting a simultaneous peek at how these marginalized youths viewed themselves and how mainstream media productions depict them. After a particularly provoking viewing session of an animated film, the author expands the preliminary boundaries of the work beyond cells and the walls of the prison. The expanding focus examines subordinating elements in their lives with their families and in their neighbourhoods. The challenges, harassment, and obstacles experienced in their communities continued in their schools and during their encounters with law enforcement, the latter of which often led directly to imprisonment. Finally, the youths reflected on the confining subordination that existed in the facilities, the product of the combination of: their discomfort with the surveillant structure, their perceived arbitrariness of privilege, and the lack of any relevant education. They also identified opportunities for voicing their opinions and recognized the relative safety of this facility compared to others. As the participants conceptualized their futures and articulated their relatively narrow and often ambiguous hopes, the sobering influence of such perpetual subordination is evident. The author closes with a discussion of the study’s importance to future research with marginalized youth in a society of increasing surveillance and security as well as implications for teacher education.

Although evidence of health inequities abound, why people in lower socio-economic classes have poorer health has not been sufficiently explored. The purpose of this study is to examine day labourers’ pathways to health inequities in a segregated, urban district in Japan. Critical ethnography was employed to investigate day labourers’ social environments and cultural behaviours in order to reveal the ways that social inequalities embedded in mainstream society and the day labourers’ sub-culture produce and sustain day labourers’ disadvantages, leading them into poorer health than the average population. Data were collected through observations of day labourer’s daily activities, events within the district and their interactions with social workers at a hospital. In addition, interviews were conducted with 16 day labourers and 11 professionals and advocates. The study found several components in the pathways to health inequities of day labourers. First, certain people in Japan are ostracized from the social, economic and political mainstream due to an inability to enact traditional Japanese labour practices. Commonly such exclusions make men become day labourers to survive. In a day labourer district, they are exposed to further social inequalities embedded in the work system and their living circumstance. Living and working as a member of the day labour community, they develop collective strategies in order to survive and preserve their social identities as day labourers. However, such strategies do not provide people with opportunities to lead healthy lives. The study also identified several social determinants of health for day labourers, including: 1) employment, 2) working conditions, 3) temporary living, 4) housing quality, 5) social networks and support, 6) marginalized neighbourhood, 7) access to health care, and 8) gender. The findings contribute to a better understanding of social construction of health inequities, which provides insight on the impact of precarious work in the Japanese society at large. Implications of these findings for public health policy and practice are also discussed.

Following critical/post-structural perspectives in conducting ethnographic research on the political dimension of language learning, this study examines language learners’ identity and investment in a post-secondary Korean language classroom in Canada. First, this study explores the ways in which Korean-ness is produced through the curriculum, how an instructor’s linguistic and teaching practices in the Korean language classroom function to include some students and exclude others, and how the students on the periphery cope with their marginalization. I argue that peripheral students’ coping strategies are strongly tied to their investment into certain aspects of Korean language and culture, as well as their desire to gain symbolic resources in the Korean language. Second, my study examines the ways in which Korean heritage language learners (re)negotiate their hyphenated Korean Canadian identities by looking at three different discourse sites - Korean home, Korean church, and Canadian schools - and how their hyphenated identities are connected with their investment in maintaining their heritage language. The data for this study includes classroom observations, semi-structured interviews, bi-weekly written journals and focus group interviews. By adopting critical discourse analysis (CDA) as a means of analyzing the data, this study shows that language learners’ race, ethnicity and gender are salient parts of their identities, and thus impact their learning experiences to varying degrees and levels. My research findings also suggest that the ethnic identity capital that the heritage language learners embrace in relation to their perceptions of their native speech community as well as its status, is intertwined with the maintenance of their heritage language. Pedagogical implications from this study enable educators to equally empower students from diverse backgrounds, and help them to be sensitive to the relations between ideologies and power in the language classroom. Central to these pedagogical implications is that it is the role of the teacher to adequately capitalize on the multilingual and multicultural practices that each student brings to the language classroom, and to identify the social and cultural voices present in the class.

Since 1995, a thrombolytic therapy, rt-PA, has been approved for use with acute stroke that significantly reduces, and sometimes reverses, neurological damage. Treatment has to be given within a few hours of the start of symptoms and can only commence once a CT-scan has confirmed a particular type of stroke. In the evidence-based medicine and knowledge translation literature, variations in practice are constituted as a problem to be solved. It is assumed that a physician decides whether or not to use this therapy based on his/her evaluation of the scientific evidence. In this thesis, I demonstrate that what are less evident in many of these claims are issues related to the social production of knowledge. Little attention is paid to who conducts research, who promotes its findings, and who is expected to implement them. The positivist discourse of evidence-based medicine assumes that research produces knowledge that is neutral and can be translated into treatment that is in the patient’s best interest. Yet these assumptions remain empirically unexamined, despite social science critiques of these processes. Institutional Ethnography is an approach in sociology developed by Dorothy Smith. Based on Smith’s understanding of the social organization of knowledge, it allows for an examination of the complex social relations organizing people’s experiences of their everyday working lives. Beginning in the experiences of physicians who provide acute stroke services, this dissertation explores an example of how best practice medicine is developed, translated, and taken up in practice across various sites in the province of Ontario. For Smith, texts mediate and organize people’s experiences. In my study, the discourses of both evidence-based medicine and knowledge translation, designed to improve patient care, come into view as managerial tools designed to control the delivery of care. I render visible how in fact things work as they do in real life settings in a way that links back actual people to the texts, or discourse, organizing their experiences. In so doing, I am able to uncover some of the assumptions and hidden priorities underlying the current emphasis on translating scientific knowledge in medicine into practice.

Over the past decade, mental illness in the workplace has become a key issue in the health and business communities, fueled in part by recognition of the high prevalence rates and significant costs for individuals and organizations. Although research in the field is starting to emerge, there are significant gaps in what is known, particularly with respect to the workplace context and its impact on workers. The overall objective of this study was to characterize, from a sociological perspective, the experiences of healthcare workers with mental health issues, and to account for how their experiences were shaped by the social relations of work. A qualitative approach, based on principles of institutional ethnography, guided exploration of the interactional, structural and discursive dimensions of work within a large mental health and addictions treatment facility. Data collection included in-depth interviews with twenty employees regarding their personal experiences with mental health issues, interviews with twelve workplace stakeholders regarding their interactions with workers, and a review of organizational texts related to health, illness and productivity. Analysis of the transcripts and texts was based on an institutional ethnography approach to mapping social processes; examining connections between local sites of experience and the social organization of work. The study findings revealed a critical disjuncture between the public mandate of advocacy, open dialogue, and support regarding mental health issues, and the private experience of workers which was characterized by silence, secrecy and inaction. Practices of silence were adopted by workers and workplace stakeholders across the organization, and were shaped by discursive forces related to stigma, staff-client boundaries, and responsibility to act. The silence had both positive and negative implications for the mental health of workers, as well as for relationships and productivity in the workplace. In accounting for the practices and production of silence, I argue that silence is complex, multi-dimensional, and embedded within the social relations of healthcare work. It serves to maintain institutional order. This conceptualization of silence challenges current beliefs and practices related to stigma, disclosure, early identification, support, and return to work for employees with mental health issues.

Nursing is a high risk profession for injury. A Canadian survey reports many nurses are in poor physical and emotional health; they sustain more musculoskeletal and violence related injuries than other occupational groups. In Ontario, an injury management approach called Early Return to Work (RTW) requires injured workers, including nurses, to go back to work before full recovery. The Workplace Safety and Insurance Board cite this approach as beneficial to both the employer and employee. This study uses an institutional ethnographic approach to examine critically the RTW process from the standpoint of injured registered nurses. Through interviews and mapping activities with nurses, other health professionals and managers, a rendering of the social organization of hospital injury management emerges. The findings suggest that the implementation of RTW is complicated and difficult for nurses, their families and hospital employers. Injured nurses engage in significant amounts of domestic, rehabilitation and accommodation work in order to participate in the RTW process. When the returning nurse is unable to engage in full duties hospital operations become disorganized. Collective agreements and human resources procedures limit the participation of injured nurses in creative and/or new roles that could utilize their knowledge and skills. As a result, nurses are assigned to duties, which hamper them from returning to their pre-injury positions and cause their employment with the hospital to be reconsidered. The unsuccessful return of injured nurses to employment is counter to provincial retention initiatives, which seek to sustain an adequate cadre of nurses ready and able to care for the increasing health care needs of an aging population. Sites of change which could support and promote the successful return of these injured workers to nursing work are identified in this study.