Choices made in highly uncertain settings problematise the concept of rationality in decisions-making. Notably, educational choices are conducted on uncertain ground as future prospects in labour markets are always risky. Educational choices should also correspond to values of self-actualisation – derived from ideologies of High modernity (individualisation) –which in turn makes the decision even harder. Many studies have researched risk-taking and economic risk assessments in educational choices. Studies have also shown the effects of individualisation and capitalisation in modern societies. However, few studies on education take both economic and self-developing values into consideration, and even fewer examine the rationality in self-actualisation. This dissertation analyses rationality derived from social circumstances – in this case academia – in order to explain how students make their educational decisions and how they are affected by academic settings during their studies. To investigate this, a survey was constructed and sent to students. Statistical (correlation; group comparisons) and qualitative content analysis was used to interpret the data. The findings suggest that rationality in educational decisions mainly derives from self-interest, but also that academic settings promote this approach. This implicates that uncertainty is dealt with in social environments, and that rationality is essentially a social construction built and harboured within institutional settings.

Ongoing global health inequities have been amplified since the 2020 COVID-19 pandemic and subsequent social movements. Such inequities have resulted in increased literature critiquing the historical roots and current practices in global health. From this literature, questions have emerged about the future of global health and Canada’s role in this future. However, there is little research consolidating existing critiques and, based on these critiques, exploring adolescent sexual and reproductive health (ASRH) research and the role of Canadian funding for ASRH. The aim of this dissertation is to consolidate contemporary critiques of global health to develop a conceptual framework for one potential imagined future for global health. It then explores the conceptual framework for an imagined future through an example of global health research, policy, and practice, as it relates to ASRH in Eastern sub-Saharan Africa, to consider the opportunities and challenges of achieving this new potential vision. In this dissertation, I present four unique contributions. The first article presents the conceptual framework for an imagined future that will be used to explore ASRH research, policy, and practice. The second article presents findings from a scoping review on adolescent engagement in ASRH research. The third article presents a review of Canada’s Feminist International Assistance Policy (FIAP) and examines the development of the policy in relation to an imagined future. The fourth article presents a qualitative description of stakeholder perspectives who are implementing ASRH projects with Canadian funding and discusses these perspectives in relation to an imagined future. Conclusions suggest that language to support changes towards an imagined future in global health exists although there is continued opportunity to operationalize the changes. Further research is encouraged to engage local actors and consider practical ways to shift towards equity and justice in Canadian funding for ASRH. / Dissertation / Doctor of Philosophy (PhD) / There is growing controversy in the field of global health and it is not yet clear how the field will respond and evolve. As the number of critiques grow, responding with new ideas for the future of global health becomes more urgent and yet more difficult. This thesis aimed to address this challenge by examining what an imagined future for global health research, policy, and practice might be, and how it might be achieved. This research focuses on the future of global health and Canada’s role in it, particularly regarding adolescent sexual and reproductive health (ASRH) in Eastern sub-Saharan Africa. By reviewing documents and conducting qualitative interviews, this study explores adolescent involvement in ASRH research, Canada’s Feminist International Assistance Policy (FIAP) and stakeholder experiences implementing ASRH projects with Canadian funding. Findings emphasize the need for concrete actions to implement the changes proposed by scholars. Further research is encouraged to engage local actors and consider practical ways forward for shifts towards equity and justice in Canadian funding.

This thesis provides an ethnography of the final year at an emerging middle-class private high school in the Northeast of Brazil. It draws on 15 months of fieldwork, including participant observation in the classroom wherein I followed students whilst they prepared for vestibular (the university entrance exam). Students' movements through Fortaleza, one of the world's most unequal cities, produced knowledge about the kind of person that one could and should be in the future. Private schooling appeared to provide a route for students to realise that metaphorical (and perhaps physical) movement. Vestibular served as a sort of rite of passage that could transform (emerging middle-class) youth into (middle-class) adults. Students and teachers characterised vestibular as a luta (fight) that could be won with enough training, flexibility and commitment. Good or high self-esteem was needed to overcome laziness and endure this luta and, thus, teachers and students worked on producing better self-esteem through affective work. Dreams (aspirations for the future) also played a critical role: the school encouraged students to engage in time work, to imagine appropriate future(s) into which students could channel their energies in the present. This version of individual power differed from the political and economic power structures portrayed in the classroom. Students grew indignant as, through curriculum and pedagogy, they came to understand that they were oppressed and that Brazil was underdeveloped and not quite modern. The university entrance exam served as a national meritocratic ritual that portrayed Brazil as becoming modern with governable and governing citizens. Students resisted these assertions and/but their cynicisms belied hope for better imagined futures. Using the classroom as container, this thesis presents a portrait of people and ideas in formation during a post-Lula era.