This dissertation describes a research study that investigated cooperative inquiry as a strategy for professional learning of inner-city school principals in a large urban centre in Western Canada. The study attempted to identify the central issues of concern and means of redress for school leaders in high-poverty communities, many of which focused on educational leadership, school management, the context of their schools within impoverished communities, and the challenges of personal well-being. The findings suggest that cooperative inquiry was an effective strategy in that the approach was participatory, democratic, empowering, life-enhancing, and fostered community-building among participants. The findings also suggest that the approach was effective in that it was grounded in the action research cycle of planning, action, observation, and reflection. The study further examined the use of dialogue as a means of constructing knowledge regarding these issues, and identified the ways in which such knowledge impacts upon the professional practice of these principals. Findings suggest that participants gained knowledge from each other, offered knowledge from others, constructed knowledge together as a group, and developed deeper understandings of their own perspectives. Findings also suggest that meaning is lost when dialogic interactions are transcribed into print. Thus, dialogue is a form of communication in and of itself, one that cannot simply be transformed into the written word without losing part of that dialogic essence. Further, this study posits that dialogue has unique power to be both a process for meaning making, as well as an ontological means of clarifying one’s own sense of reality. / October 2008

The inner city has been the site of many efforts to respond to economic decline and social stresses. Business Improvement Districts (BIDs) represent a new form of governance that plays an important role in the revitalization of inner-city districts. This work considers how the Strathcona Business Improvement Association (BIA), a BID located in Vancouver, British Columbia, Canada can contribute to the sustainable social and economic development in the Downtown Eastside district. The Strathcona BIA is distinguished from most other North American BIDs as its territory includes a large number of industrial properties. Low-income residents and industry in Strathcona currently face the prospect of being displaced by the construction of market housing. A review of literature that considers the processes affecting the inner city is combined with a review of best practices of BIDs to inform recommendations for the Strathcona BIA. A vision for Strathcona that meets the Vancouver Agreement's key objective of 'revitalization without displacement' involves three main components: 1) a public realm that is truly open to everybody; 2) a hub for cultural performance and production where artists can make, display, and sell their work; and 3) a green, specialized industrial cluster that employs local residents and innovates in a competitive marketplace. There are a multitude of activities that the Strathcona BIA may undertake to assist in the sustainable revitalization of the neighbourhood. A good starting point for the BIA involves a partnership with the stakeholders in the community to participate a municipal urban planning process to institutionalize a vision of the community in an Official Development Plan (ODP). The ODP can then serve as an important tool that guides interventions and activities pursued by the multitude of stakeholders in the community, including the BIA.

This dissertation describes a research study that investigated cooperative inquiry as a strategy for professional learning of inner-city school principals in a large urban centre in Western Canada. The study attempted to identify the central issues of concern and means of redress for school leaders in high-poverty communities, many of which focused on educational leadership, school management, the context of their schools within impoverished communities, and the challenges of personal well-being. The findings suggest that cooperative inquiry was an effective strategy in that the approach was participatory, democratic, empowering, life-enhancing, and fostered community-building among participants. The findings also suggest that the approach was effective in that it was grounded in the action research cycle of planning, action, observation, and reflection. The study further examined the use of dialogue as a means of constructing knowledge regarding these issues, and identified the ways in which such knowledge impacts upon the professional practice of these principals. Findings suggest that participants gained knowledge from each other, offered knowledge from others, constructed knowledge together as a group, and developed deeper understandings of their own perspectives. Findings also suggest that meaning is lost when dialogic interactions are transcribed into print. Thus, dialogue is a form of communication in and of itself, one that cannot simply be transformed into the written word without losing part of that dialogic essence. Further, this study posits that dialogue has unique power to be both a process for meaning making, as well as an ontological means of clarifying one’s own sense of reality.

This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in a practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specific social, economic, and ecological situatedness.

The research project focused on studying the effectiveness of placemaking initiatives to promote social, physical and economic improvements. The case of study is the Central Park neighbourhood in Winnipeg, Manitoba, named after its major public space. The research indicated placemaking initiatives were capable of contributing to increasing safety, promoting community development and enhancing opportunities for social interaction. However, the capacity of placemaking to achieve positive improvements is directly determined by the involved stakeholders. The Central Park initiatives were successful due to the emphasis on engaging the residents and neighbourhood organizations. The residents were given the opportunity to meaningfully share their experience and aspirations with external stakeholders. The collaborative approach to placemaking contributed to the development of a sense of ownership. The residents saw their input reflected in the amenities and programming offered in Central Park. The planning profession can benefit from using placemaking practices to engage in comprehensive planning.

This dissertation describes a research study that investigated cooperative inquiry as a strategy for professional learning of inner-city school principals in a large urban centre in Western Canada. The study attempted to identify the central issues of concern and means of redress for school leaders in high-poverty communities, many of which focused on educational leadership, school management, the context of their schools within impoverished communities, and the challenges of personal well-being. The findings suggest that cooperative inquiry was an effective strategy in that the approach was participatory, democratic, empowering, life-enhancing, and fostered community-building among participants. The findings also suggest that the approach was effective in that it was grounded in the action research cycle of planning, action, observation, and reflection. The study further examined the use of dialogue as a means of constructing knowledge regarding these issues, and identified the ways in which such knowledge impacts upon the professional practice of these principals. Findings suggest that participants gained knowledge from each other, offered knowledge from others, constructed knowledge together as a group, and developed deeper understandings of their own perspectives. Findings also suggest that meaning is lost when dialogic interactions are transcribed into print. Thus, dialogue is a form of communication in and of itself, one that cannot simply be transformed into the written word without losing part of that dialogic essence. Further, this study posits that dialogue has unique power to be both a process for meaning making, as well as an ontological means of clarifying one’s own sense of reality.

This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in a practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specific social, economic, and ecological situatedness.

The research project focused on studying the effectiveness of placemaking initiatives to promote social, physical and economic improvements. The case of study is the Central Park neighbourhood in Winnipeg, Manitoba, named after its major public space. The research indicated placemaking initiatives were capable of contributing to increasing safety, promoting community development and enhancing opportunities for social interaction. However, the capacity of placemaking to achieve positive improvements is directly determined by the involved stakeholders. The Central Park initiatives were successful due to the emphasis on engaging the residents and neighbourhood organizations. The residents were given the opportunity to meaningfully share their experience and aspirations with external stakeholders. The collaborative approach to placemaking contributed to the development of a sense of ownership. The residents saw their input reflected in the amenities and programming offered in Central Park. The planning profession can benefit from using placemaking practices to engage in comprehensive planning.

The inner city has been the site of many efforts to respond to economic decline and social stresses. Business Improvement Districts (BIDs) represent a new form of governance that plays an important role in the revitalization of inner-city districts. This work considers how the Strathcona Business Improvement Association (BIA), a BID located in Vancouver, British Columbia, Canada can contribute to the sustainable social and economic development in the Downtown Eastside district. The Strathcona BIA is distinguished from most other North American BIDs as its territory includes a large number of industrial properties. Low-income residents and industry in Strathcona currently face the prospect of being displaced by the construction of market housing. A review of literature that considers the processes affecting the inner city is combined with a review of best practices of BIDs to inform recommendations for the Strathcona BIA. A vision for Strathcona that meets the Vancouver Agreement's key objective of 'revitalization without displacement' involves three main components: 1) a public realm that is truly open to everybody; 2) a hub for cultural performance and production where artists can make, display, and sell their work; and 3) a green, specialized industrial cluster that employs local residents and innovates in a competitive marketplace. There are a multitude of activities that the Strathcona BIA may undertake to assist in the sustainable revitalization of the neighbourhood. A good starting point for the BIA involves a partnership with the stakeholders in the community to participate a municipal urban planning process to institutionalize a vision of the community in an Official Development Plan (ODP). The ODP can then serve as an important tool that guides interventions and activities pursued by the multitude of stakeholders in the community, including the BIA.

The inner city has been the site of many efforts to respond to economic decline and social stresses. Business Improvement Districts (BIDs) represent a new form of governance that plays an important role in the revitalization of inner-city districts. This work considers how the Strathcona Business Improvement Association (BIA), a BID located in Vancouver, British Columbia, Canada can contribute to the sustainable social and economic development in the Downtown Eastside district. The Strathcona BIA is distinguished from most other North American BIDs as its territory includes a large number of industrial properties. Low-income residents and industry in Strathcona currently face the prospect of being displaced by the construction of market housing. A review of literature that considers the processes affecting the inner city is combined with a review of best practices of BIDs to inform recommendations for the Strathcona BIA. A vision for Strathcona that meets the Vancouver Agreement's key objective of 'revitalization without displacement' involves three main components: 1) a public realm that is truly open to everybody; 2) a hub for cultural performance and production where artists can make, display, and sell their work; and 3) a green, specialized industrial cluster that employs local residents and innovates in a competitive marketplace. There are a multitude of activities that the Strathcona BIA may undertake to assist in the sustainable revitalization of the neighbourhood. A good starting point for the BIA involves a partnership with the stakeholders in the community to participate a municipal urban planning process to institutionalize a vision of the community in an Official Development Plan (ODP). The ODP can then serve as an important tool that guides interventions and activities pursued by the multitude of stakeholders in the community, including the BIA. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate