Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Antioch University, 2008. / Title from PDF t.p. (viewed March 26, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 147-153).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 263-283).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Elizabeth Jakubowski, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains xi, 166 pages. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 135-153). Also available on the World Wide Web.

Thesis (M.T.S.)--Catholic Theological Union, 1980. / Includes bibliographical references (leaves 84-87).

No description available.

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No description available.

Introduction: Social justice education aims for transformative, liberatory, democratic classrooms and curriculum. From inception, the Ontario Midwifery Education Program (OMEP) has included curriculum that reinforced key principles of Ontario midwifery, including informed choice, continuity of care and choice of birthplace. Despite the social justice underpinnings of these principles, the OMEP has not formally defined social justice in the context of midwifery education or formalized a social justice-based curriculum linked to the Canadian Midwifery Competencies (CMCs) set out by the Canadian Midwifery Regulators Council (CMRC). Methods: A modified Delphi design was utilized that involved focus groups, interviews, two rounds of surveys and a member checking session. Participants were recruited through purposeful and snowball sampling. Open coding was used to analyse qualitative data and identify themes, and quantitative data was analyzed using descriptive statistics. Results: Three key findings were elicited. First, qualitative data was used to articulate a definition of ‘social justice’ in the context of midwifery education based on the OMEP’s social justice values, goals, and actions. Second, 86 social justice-based elements (grouped in three thematic areas) and 32 social justice-related CMCs were identified which gave way to 26 corresponding learning outcomes and 6 program level learning outcomes. Third, it was noted that the thematic categories, ‘legal and economic structures’, and ‘policy and health service structures’, were not captured in any of the 32 CMCs suggesting the need for a paradigmatic shift in social justice education in midwifery. Conclusion: Recommendations to the OMEP are: 1. develop social justice curriculum using constructive alignment and social justice education pedagogies, 2. incorporate social justice curriculum throughout the program to be a global exemplar, and 3. add additional competencies to the existing CMRC’s roles-based framework to support structural competency education. Future work could involve the development of a Canadian midwifery education framework that centres social justice pedagogies and curriculum. / Thesis / Master of Science (MSc) / This study aimed to define ‘social justice’ in the context of Canadian midwifery education, determine specific social justice content to be included in Ontario Midwifery Education Program (OMEP) curriculum, and identify social justice-based Canadian midwifery competencies (CMCs) set out by the Canadian Midwifery Regulators Council (CMRC). This work was completed through consensus-building methodology that included focus groups, interviews, and surveys. A definition that aligned participants' interpretations of the term social justice was developed. A key finding was that participant-identified social justice content that dealt with ‘legal and economic structures’, and ‘policy and health service structures’ did not have any corresponding CMCs, suggesting that those respective structural competency categories may be underdeveloped in Canadian midwifery curricula. These findings suggest that the OMEP is undergoing a shift in its understanding of social justice knowledge and praxis. It is recommended that the OMEP adopt innovative social justice teaching methods and concordant curriculum to propel the program into novel territory for health professions education.