Doctor of Philosophy / Curriculum and Instruction Programs / Frederick Burrack / This study is an intertwined critical autoethnography through which my experiences, my stories, are woven together with memories of family, students, and teaching career. Together, the telling of these stories will explore how I negotiated my identity development throughout my middle and high school experiences at a time when I could have been labeled as an at-risk student. The development into my professional career and personal life all influenced strongly by my participation in music education. Filtering these stories and memories through the lens of critical whiteness theory, this study interrogates the social assumptions that may be placed on at-risk students, exploring how these assumptions function within the context of access within our current music education structures, and investigates the ways in which social support systems allow opportunities for access of white male students and privilege in music education. An overarching question guiding this research is: How does the interrogation of such white privileges inform how one develops their identity as a music educator, a researcher, an academic, a husband, a father, a human, as well as, the curricular structures in place guiding access within music education?

Le risque industriel majeur est la probabilité que survienne, en un endroit donné, un incendie, une fuite toxique ou bien une explosion. Ce type de risque est inhérent à certains établissements qui entreposent, manipulent, fabriquent des matières qualifiées de dangereuses. La catastrophe industrielle majeure, qui concrétise ce risque, aura des répercussions importantes sur les hommes et leurs biens. Certaines agglomérations densément bâties laissent entrevoir des situations de cohabitation étroite entre des établissements industriels et d'autres types de constructions (résidences, équipements, autres activités, etc.). Par l'analyse de deux cas, la Ville de Vitry-sur-Seine en France et de Montréal-Est dans la province canadienne du Québec, cette recherche propose de mener une réflexion sur les réponses mises en œuvre pour faire face aux risques industriels majeurs inhérents à deux établissements de stockage. Après avoir satisfait à la nécessaire démarche d'identification du risque, plusieurs familles de réponses peuvent être mises en œuvre : réduction du risque à la source ; préparation des mesures d'intervention en cas d'urgence ; transmission d'informations ; pratiques d'aménagement ; intervention ; rétablissement. Au nom des « territoires du risque », ces réponses témoignent de ce que le risque est capable de « faire faire » au territoire. Cette recherche montrera que pour un même type de risque, les réponses peuvent différer sur les deux terrains d'investigation. C'est le cas de la réponse dite de maîtrise de l'urbanisation qui vise à créer (ou recréer), par l'aménagement, une certaine distance d'éloignement entre industries à risque et autres types de construction ; ou plus généralement à favoriser les conditions d'une meilleure cohabitation entre ces deux ensembles. Les différences observées ne relèvent pas tant du facteur géographique, mais plutôt de facteurs économiques et historiques. Malgré cette divergence, il ressort le constat commun d'une très complexe mise en œuvre de la maîtrise de l'urbanisation. Plus encore, il semble difficile de ne pas vivre avec l'industrie. C'est aussi le cas de la réponse qui vise à éduquer aux risques. Cette dernière consiste, en première lecture, à parler du risque majeur auprès de jeunes enfants dans les établissements scolaires. Les différences observées s'expliquent par des facteurs d'ordre pratique (manque de temps, de moyens) ; mais aussi, et non des moindres, par la thématique des représentations. Malgré tout, la mise en œuvre d'une éducation aux risques semble devoir surmonter certains enjeux afin qu'elle ne se réduise pas à une simple transmission d'informations. Cette recherche porte donc une focale sur la thématique de l'aménagement autour des établissements industriels dangereux ; tout en proposant de prolonger la réflexion sur des thématiques en lien avec les sciences de l'éducation. Elle permet de questionner la place qu'ont les industries dans les villes aujourd'hui. Plus encore, elle tente de montrer qu'il est préférable de mener une réflexion sur des solutions qui permettraient une meilleure cohabitation entre ville et industrie / The major industrial risk is the probability of a fire, a toxic spill or an explosion on a particular location. This type of risk is inherent in some establishments that store, handle, and manufacture hazardous products. The major industrial disaster, which embodies this risk, will have a significant impact on people and their property. Some densely built cities suggest situations of close cohabitation between industrial and other types of buildings (residential, equipment, other activities, etc.). By the analysis of two cases, the City of Vitry-sur-Seine, France and Montréal-Est, Québec, Canada, this research proposes a reflection on the responses implemented to cope with major industrial risks concerning two storage facilities. After a period of a necessary risk identification process, several families of responses can be implemented: reducing the risk at source ; preparation of intervention measures in case of emergency; information transmission; planning practices; emergency action; recovery. By using the expression of "risk territories", these responses indicate that the risk is able to "make do" to the territory. This research will show that, for the same type of risk, the responses may differ on the two investigation sites.This is the case of the urbanization control which aims to create (or recreate), by planning practices, a certain distance away from industries at risk and other types of construction, or more generally to promote conditions for a better coexistence between these two sets. Differences are not due to the geographical factor but rather economic and historical factors. Despite this difference, it appears a common set: a very complex implementation of the urbanization control. Moreover, it seems difficult to not live with the industry. This is also the case of the answer which consists to educate at risk. This response, at first reading, consists in talking about the major risk to young children in schools. Differences are explained by practical factors (lack of time, resources) but also and not least by the thematic of representations. Nevertheless, the implementation of a risk education seems to overcome some issues in order to not be a simple transmission of information. Thus, this research focuses on the development around hazardous industrial establishments, while proposing to extend the discussion on topics related to science education. It allows to question the place acquired to the industries in cities today. Furthermore, it attempts to show that it is better to reflect on solutions that enable a better coexistence between city and industry.KeywordsMajor industrial risk; Risk territories ; Prevention; Control of urbanization ; Risk Culture ; Risk Education

Ukraine belongs to the most landmine contaminated countries in the world. Therefore, humanitarian mine action (HMA) is an important area of work for Ukraine’s humanitarian protection cluster. In Ukraine, landmine contamination produces gendered insecurities and vulnerabilities. Casualties are predominantly men, while the affected population has a high proportion of vulnerable people, including women, the elderly, displaced and the disabled.  This study investigates which strategies were applied by organisations in the Ukraine’s mine action sub-cluster in order to respond to gendered insecurities and vulnerabilities to landmine contamination and by empowering vulnerable groups through their programmes. It is based on semi-structured interviews with representatives of HMA operators and international organisations in Ukraine. The main findings are that HMA operators in Ukraine considered gender and diversity to reach marginalised groups for operational purposes, such as internally displaced people (IDPs) and the elderly, by conducting household visits and deploying diverse teams. While operators adopted an evidence-based approach to explosive ordnance risk education (EORE), programmes predominantly focused on children, despite the largest at-risk group being adult men. More than in operations, gender mainstreaming was visible in operators’ efforts to offer equal employment opportunities in the HMA sector, supporting the affected population socio-economically. However, for meaningful participation in decision making in the sector, more time and continuous effort is required to help women advance even further into senior roles of impact.  Challenges to adequately mainstream gender were the lack of a centralised information management system and difficulties accessing the affected population. Particularly since early 2020, gender mainstreaming in community interaction has been severely limited due to COVID-19 related contact restrictions. Technological solutions were identified as the main opportunity for continued community interaction and EORE amid these access restrictions.