Three complicated and interrelated issues are marine conservation, local development, and climate change. To seek insight into the challenges posed by these issues in a particular context, this dissertation focuses on seven communities near marine protected areas (MPAs) on the Andaman Coast of Thailand. The central question was “How can conservation outcomes and community livelihoods and adaptive capacity be enhanced in communities near MPAs on the Andaman Coast of Thailand in consideration of a changing climate?” The objectives were to explore local perceptions of social and environmental change and vulnerability, community opinions of Thailand’s National Marine Parks (NMPs), and the adaptive capacity of coastal communities. Literatures on resilience, adaptive capacity, vulnerability, conservation impacts, sustainable livelihoods, and governance and management frame the research. Fieldwork included Photovoice, interviews, and household surveys. Four stand-alone manuscripts are included in the dissertation: a) “A picture of change: Using Photovoice to explore social and environmental change in coastal communities on the Andaman Coast of Thailand”; b) “Vulnerability to multiple stressors in coastal communities: A study of the Andaman Coast of Thailand”; c) “Why local people do not support conservation: Community perceptions of marine protected area livelihood impacts, governance and management in Thailand”; and, d) “The capacity to adapt?: Communities in a changing climate, environment and economy on the northern Andaman Coast of Thailand”. Broadly, the dissertation offers relevant insights into the complex social-ecological changes being experienced by heterogeneous communities and the multi-faceted and multi-scalar actions required to address increasing challenges. Specifically, it a) demonstrates that Photovoice is an effective method for examining social and environmental change and providing input into community adaptation, conservation, and development processes, b) explores the social-economic and biophysical stressors that contribute to household vulnerability and suggests that multiple stressors, particularly economics and climate change, need to be considered in adaptation planning, c) recommends significant improvements to current NMP governance and management to engender local support for marine conservation, and d) illustrates that communities on the Andaman coast of Thailand are coping with environmental and fisheries declines, reacting to climate change and adapting variably to alternative livelihoods and proposes interventions for improving adaptive capacity. / Graduate / 0366 / njbennet@uvic.ca

The voices, perspectives and experiences of girls and young women in history, political and civic education remain rare, and those of girls of color are even rarer still. This dissertation reports on the results of a qualitative study exploring girls’ perspectives on and experiences of citizenship in the Toronto area. Through the use of document analysis, semi-structured interviews; and photovoice, this study suggests that the girls easily identify traditional gendered expectations in their families, schools and in the society at large. At the same time, the girls often make deliberate choices to defy these expectations, carve out their own paths, and serve as advocates for gender equality, social justice and engaged citizenship. This study focuses on the voices of girls and the ways in which concepts of gender enhance, shape and inhibit civic action within schooling. Despite an increased emphasis on education for active citizenship in education more broadly, this study provokes serious questions about what girls are learning about their roles in society and how concepts of gender affect the ways young people understand and enact their citizenship roles. There are new fields of research in the areas of youth civic engagement, citizenship education, feminist and girlhood studies, all of which informed my understanding of these ‘citizen-girls’, however they still often remain separated and inadequately consider the intersections of multiple identity factors as well as the relationship between individual agency and the societal structures that construct dominant values. This study has important implications for educators and policymakers, suggesting a need for more spaces and opportunities both within the classroom, and outside the school, for girls and boys to critically engage with the messaging they receive about gender, democratic participation and citizen engagement. Furthermore, these girls’ experiences also suggest that we must broaden our definition of citizenship and civic participation in order to better reflect the myriad new forms of citizen expression being used by girls and young people in modern societies today.

The voices, perspectives and experiences of girls and young women in history, political and civic education remain rare, and those of girls of color are even rarer still. This dissertation reports on the results of a qualitative study exploring girls’ perspectives on and experiences of citizenship in the Toronto area. Through the use of document analysis, semi-structured interviews; and photovoice, this study suggests that the girls easily identify traditional gendered expectations in their families, schools and in the society at large. At the same time, the girls often make deliberate choices to defy these expectations, carve out their own paths, and serve as advocates for gender equality, social justice and engaged citizenship. This study focuses on the voices of girls and the ways in which concepts of gender enhance, shape and inhibit civic action within schooling. Despite an increased emphasis on education for active citizenship in education more broadly, this study provokes serious questions about what girls are learning about their roles in society and how concepts of gender affect the ways young people understand and enact their citizenship roles. There are new fields of research in the areas of youth civic engagement, citizenship education, feminist and girlhood studies, all of which informed my understanding of these ‘citizen-girls’, however they still often remain separated and inadequately consider the intersections of multiple identity factors as well as the relationship between individual agency and the societal structures that construct dominant values. This study has important implications for educators and policymakers, suggesting a need for more spaces and opportunities both within the classroom, and outside the school, for girls and boys to critically engage with the messaging they receive about gender, democratic participation and citizen engagement. Furthermore, these girls’ experiences also suggest that we must broaden our definition of citizenship and civic participation in order to better reflect the myriad new forms of citizen expression being used by girls and young people in modern societies today.

This study explores the health and well-being of eight racialized and Indigenous women between the ages of 21 and 28, who live in Victoria, BC. Participants use Photovoice, a participatory research strategy, to examine and discuss their intersecting everyday realities in the contexts of health, well-being and identity. Through this project, I aim to provide an in-depth understanding of social exclusion, as a social determinant of health, and investigate the micro-social processes that occur at the intersections of race, class and gender, among many other social relations. I draw upon transnational feminist, anti-racist and postcolonial theories to shed light on the complexity of our shifting and emergent identities. The stories that participants share indicate that historical processes of colonization, daily forms of racism, migration, nationalism, citizenship and cultural essentialization are key contributors to their processes of identity formation and subsequently, their experiences of health and wellness.

Philosophiae Doctor - PhD / Type 2 diabetes mellitus (T2DM) and pre-diabetes contribute increasingly to the global burden of disease. Along with other behavioural risk factors, diet plays a key role in the onset and management of the disease, in turn largely determined by what foods are immediately accessible in local food environments. With this in mind, this thesis aims to answer the research question: What role do local food environments play in promoting or inhibiting access to healthy foods as part of the self - management of T2DM in urban and rural communities in South Africa, and what can be learned from an international perspective? Specific research objectives include, to: 1. Understand the current national-level policy context with regard to the observed rise in NCDs, their proximal determinants (specifically an observed change in diet patterns), and contributing environmental factors; 2. Identify the current food-related environmental factors associated with the onset and/or management of T2DM in an urban and a rural setting (as well as in four additional international settings in order to provide an international perspective); 3. Explore community perspectives of the role the local food environment plays in the self-management of T2DM in an urban and a rural setting; and, consequently 4. Recommend intervention- and/or policy-related actions that can be implemented based on study findings. A review of the literature and relevant policies was conducted towards achieving the first research objective. Quantitative data were systematically collected at an urban and rural site in South Africa through the creation of an ‘environmental profile’ in an attempt to achieve the second objective – comparable urban and rural data was also collected as part of a larger study at two other international sites (Kampala, Uganda and Stockholm, Sweden) to provide an international perspective. Included in the third objective is the collection of qualitative data through a community based participatory research method at the same urban and rural sites in South Africa. Finally, intervention and/or policy-related recommendations are developed based on study findings and in consultation with relevant stakeholders through interviews. / 2018-12-14

Magister Scientiae (Physiotherapy) - MSc(Physio) / Transition from school to work entails the preparation, education and training of learners, leading to their placement in desired work situations. The right of children with disabilities to be included in ordinary schools and employment thereafter is being advocated internationally. However, despite this, preparation for transition from school to work still poses a major challenge for many learners with intellectual disabilities. The aim of this study was to explore how schools in the Cape Metropole, South Africa, are preparing adolescent learners with Down syndrome for the transition to work. The objectives of the study were to explore: school policies related to the transition process; schools’ physical and psychosocial environments; the link between schools and the community; learners’ acquisition of skills and education support services. Collaborative qualitative research design was used with a partnership between the researcher and the Western Cape Down Syndrome Association. The participants included two teachers with experience of teaching learners with intellectual disabilities, two parents of adolescent learners with Down syndrome, ten participants with Down syndrome, amongst them, two adolescent youths in post school training who were identified in this study as role models and eight learners at school. As learners with Down syndrome might not be fluent in verbal communication, an alternative research strategy, photovoice was used. Photovoice (photography) was used a means of accessing learners’ views of the transition planning and making these views accessible to others. The eight schoolgoing learners were given cameras and requested to take photographs of things and experiences that helped to prepare them for work. The learners were then interviewed. Subsequently adults with Down syndrome (role models), who were in post school training, were also interviewed. Finally, parents and teachers were interviewed. Data analysis included translating, transcribing of raw data from the recorded tapes and content analysis by using codes and identifying themes. The synthesis of the findings from all the participants yielded multiple themes including: education support services: acquisition of skills: supportive relationships; home, community, classroom and school environments; and dreams of the participants. Ethical considerations included getting permission from the University of the Western Cape, the Western Cape Education Department, the principals of the schools, the participants and their parents/guardians. The study has illustrated that, given opportunities and proper preparation in school, adolescent learners with Down syndrome have the potential to become active members of society. For better outcomes of the transition planning process, there is need for: teachers to work closely with the parents; increased government support; job coaches and class assistants in the schools and a greater collaboration between government departments.

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In the midst of a period of economic transition, community organizers across Appalachia are working towards a just future that privileges community growth over corporate gain. A recent turn towards social justice concerns in Professional and Technical Communication suggests that efforts of community organizers might be of interest to scholars focused on addressing wicked problems in disenfranchised communities. This dissertation draws from results of a participatory photovoice study in which 11 community organizers took photos, wrote narratives, and responded in focus groups, and site visits to several communities. These methods call for deep engagement with community knowledges, producing rich visual and textual portraits of life in Appalachia that challenge stereotypical renderings of the region and its residents. After providing a heuristic for uncovering and re-valuing community knowledges, this dissertation looks at how place, technology, and community factor into the experiences of community organizers. Results from gathered qualitative data suggest that community members are experts on their own experiences, as participants revealed understandings of complex problems that call into question standard development practices lauded by technical experts. Second, participants demonstrated a capacity for embracing the very elements of their communities that had been used to marginalize them, pointing to the power of unexpected and creative tactics. Lastly, their reflections revealed the need for more attention to be placed upon community organizing in rural contexts and what kinds of community knowledges exist beyond expected parameters. By documenting their experiences organizing around public problems, participants confronted monolithic representations of their region, articulated their own nuanced accounts of life in rural areas, and crafted strategies for community-focused development that privileges people. Ultimately this project argues that by inviting community knowledges into the academic sphere, we might craft more effective coalitions to tackle complex public problems.