Global ETD Search

1	Racing Solidarity, Remaking Labour: Labour Renewal from a Decolonizing and Anti-racism Perspective Ng, Winnie Wun Wun 09 March 2011 (has links) The study examines how Aboriginal workers and workers of colour experience union solidarity and explores the necessary conditions for the remaking of solidarity and the renewal of the labour movement. Grounded in anti-colonial discursive framework, the study analyzes the cultures and practices of labour solidarity through the lived experiences of Aboriginal activist and activists of colour within the Canadian labour movement. Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the richness of the participants’ collective experiences and visual images co-created during the inquiry. The study also relies on the researcher’s self-narrative as a long time labour activist as a key part of the embodied knowledge production and sense making of a movement that is under enormous challenges and internal competing tension exacerbated by the neoliberal agenda. The findings reveal sense of profound gap between what participants experience as daily practices of solidarity and what they envisioned. Through the research process, the study explores and demonstrates the importance and potential of a more holistic and integrative critical education approach on anti-racism and decolonization. The study proposes a pedagogical framework on solidarity building with four interlinking components – rediscovering, restoring, reimagining and reclaiming – as a way to make whole for many Aboriginal activists and activists of colour within the labour movement. The pedagogy of solidarity offers a transformative process for activists to build solidarity across constituencies in the pursuit of labour renewal and social justice movement building. labour studies anti-racism solidarity and movement building critical education anti-racism education race and class inter-racial working class consciousness decolonization Aboriginal circle methodology arts-informed research social movement 0340 0631
2	Racing Solidarity, Remaking Labour: Labour Renewal from a Decolonizing and Anti-racism Perspective Ng, Winnie Wun Wun 09 March 2011 (has links) The study examines how Aboriginal workers and workers of colour experience union solidarity and explores the necessary conditions for the remaking of solidarity and the renewal of the labour movement. Grounded in anti-colonial discursive framework, the study analyzes the cultures and practices of labour solidarity through the lived experiences of Aboriginal activist and activists of colour within the Canadian labour movement. Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the richness of the participants’ collective experiences and visual images co-created during the inquiry. The study also relies on the researcher’s self-narrative as a long time labour activist as a key part of the embodied knowledge production and sense making of a movement that is under enormous challenges and internal competing tension exacerbated by the neoliberal agenda. The findings reveal sense of profound gap between what participants experience as daily practices of solidarity and what they envisioned. Through the research process, the study explores and demonstrates the importance and potential of a more holistic and integrative critical education approach on anti-racism and decolonization. The study proposes a pedagogical framework on solidarity building with four interlinking components – rediscovering, restoring, reimagining and reclaiming – as a way to make whole for many Aboriginal activists and activists of colour within the labour movement. The pedagogy of solidarity offers a transformative process for activists to build solidarity across constituencies in the pursuit of labour renewal and social justice movement building. labour studies anti-racism solidarity and movement building critical education anti-racism education race and class inter-racial working class consciousness decolonization Aboriginal circle methodology arts-informed research social movement 0340 0631
3	We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario Landon, Rocky 17 December 2012 (has links) The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students. Aboriginal education Teaching Pedagogy First Nations Teaching Approaches Medicine Wheel as methodology Aboriginal success in school Collective Case study Native Education Public education for Aboriginal students Internet Schooling Teaching in First Nation communities Professional Development Teacher voices Voices of Educators Educational practitioners How to be successful teaching Aboriginal Aboriginal circle methodology School assessment Program assessment Medicine Wheel and school First Nations education counsellors Small schools and success Small First Nations schools Aboriginal Native American Aboriginal Medicine Wheel as Methodology Aboriginal research Aboriginal pedagogy First Nations schools Educational change Educational practices Educational strategies Education Distance Education in Ontario Native Native American Studies Native Peoples Pedagogical approaches Pedagogy Teacher development Teacher education Teacher attitudes Teacher effectiveness Teacher improvement Teacher professional development Teacher strategies Teacher student relationship Teacher approaches Teacher training Teaching methods Teaching techniques
4	We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario Landon, Rocky 17 December 2012 (has links) The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students. Aboriginal education Teaching Pedagogy First Nations Teaching Approaches Medicine Wheel as methodology Aboriginal success in school Collective Case study Native Education Public education for Aboriginal students Internet Schooling Teaching in First Nation communities Professional Development Teacher voices Voices of Educators Educational practitioners How to be successful teaching Aboriginal Aboriginal circle methodology School assessment Program assessment Medicine Wheel and school First Nations education counsellors Small schools and success Small First Nations schools Aboriginal Native American Aboriginal Medicine Wheel as Methodology Aboriginal research Aboriginal pedagogy First Nations schools Educational change Educational practices Educational strategies Education Distance Education in Ontario Native Native American Studies Native Peoples Pedagogical approaches Pedagogy Teacher development Teacher education Teacher attitudes Teacher effectiveness Teacher improvement Teacher professional development Teacher strategies Teacher student relationship Teacher approaches Teacher training Teaching methods Teaching techniques

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