This study explored the implementation of Image Theatre as a means to developing systems thinking in a co-curricular student leadership development program at the University of Victoria. The research question asked: In what ways does the implementation of an arts-based pedagogical approach, such as Image Theatre, illustrate the potentiality for undergraduate students to better understand ‘the bigger picture’ and the interconnections of their intersecting social systems? This inquiry was conducted through an arts-based methodology and used the Social Change Model of Leadership Development (Higher Education Research Institute, 1996) as a theoretical framework for designing the student leadership program. The study was conducted during a workshop in which Image Theatre and graphic recording were used in parallel to trace connections among the characters portrayed by six undergraduate students interested in environmental sustainability. The themes that emerged included the tensions of individuals ‘caught in the middle’, or system’s integrators, and the role of activism. The study’s findings suggest students’ understanding of systems as fragmented units and identifies the potentiality for further research and intentional practice emphasizing the interconnections and relationships among systems within the curriculum. / Graduate / 0745 / 0727 / 0516 / vcortes@uvic.ca

This qualitative study includes a comparison of the perceptions of students with and without intellectual disabilities regarding the opportunities they have to make decisions during the school day and school year. The data from the student groups were shared with adults in the school who then explored their perspectives regarding reasons for any similarities or differences in the perceptions of the student groups. Within-case and cross-case analysis of the data obtained from the three student focus groups, one teacher focus group, one educational assistant focus group and an interview with an administrator resulted in the identification of three major themes: structure of the system, role of adults and safety. Various ways that each of these can facilitate or limit opportunities for students with and without intellectual disabilities to make decisions during the school day and school year are discussed

This qualitative study includes a comparison of the perceptions of students with and without intellectual disabilities regarding the opportunities they have to make decisions during the school day and school year. The data from the student groups were shared with adults in the school who then explored their perspectives regarding reasons for any similarities or differences in the perceptions of the student groups. Within-case and cross-case analysis of the data obtained from the three student focus groups, one teacher focus group, one educational assistant focus group and an interview with an administrator resulted in the identification of three major themes: structure of the system, role of adults and safety. Various ways that each of these can facilitate or limit opportunities for students with and without intellectual disabilities to make decisions during the school day and school year are discussed