This thesis explicates how an international literacy testing (ILT) initiative, overseen by the Organization for Economic Cooperation and Development (OECD), is put to use to coordinate teaching and learning in adult literacy education programs in Canada, and in Ontario in particular. The testing initiative was conceived to manage and monitor global literacy resources, and promote their development for economic productivity and competitive advantage. Guided by institutional ethnography, the analysis reveals how certain operational and support devices of the testing initiative have been transposed into the context of adult education and training, carrying with them the ideological concerns of the economistic testing project and some of its methodological procedures. Various devices and technologies of the ILT are reformulated as individual assessments for adult learners, and are also incorporated— as is and with extensions— into a national occupational skills framework, a provincial curriculum reform, and a series of policy persuasion projects. Educators, program coordinators and curriculum developers, concerned with the development of literacy that is responsive to learners and their aspirations, recognize the limitations of the curricular frameworks and assessments. They devote inordinate amounts of time and effort reformulating, translating, force-fitting, and supplementing them. At the same time, a narrowly conceived locating information pedagogy—distinct from both academic literacy needed to access formal education systems and a responsive and situated literacy needed to actively participate in social practices—is developed and widely promoted. Policy entrepreneurs have incorporated the devices into their policy persuasion projects, including a project that profiles adults according to their literacy proficiency, their value in the labour market and whether or not they are ‘economically efficient’ to educate. Persuasion tactics are aimed at policy-makers and adult educators in order to convince them to shift educational support away from those who already experience limited access to educational opportunities (adults with secondary education or less) to those closest to reaching what is deemed to be an acceptable literacy level (adults with post-secondary education). Attempts to limit and privilege the purpose of adult education and training, in combination with the development of curricula and assessments that do the same, obstruct and contradict efforts to support equitable literacy learning opportunities for Canadian adults.

Located squarely within the experiences of legal aid lawyers, with particular emphasis on the challenges they face in delivering effective representation, this dissertation, designed as an institutional ethnography, problematizes the provisions and practices related to involuntary admission in psychiatric facilities in Poland, as well as the organization of legal aid representation in involuntary admission cases. Through detailed accounts of paramedics, psychiatrists, judges, and legal aid lawyers’ work, connected and coordinated by legal and administrative texts, I demonstrate how the disjuncture between institutional regimes and lawyers’ experiences is institutionally produced by the set of legal, professional, financial, and social relations that organize both the involuntary admission procedure and the system of legal aid in Poland. While I start my exploration with legal aid lawyers’ embodied experiences of performing their work, accounting for how that work is organized and coordinated in local sites, this dissertation moves beyond a solo ethnographic description in seeking to discover relations, especially the social and legal relations mediated by the texts that govern these local experiences and practices. I trace the material and discursive practices that operate in key sites to organize the legal aid system, involuntary commitment procedures, and judicial decision-making. In Poland, the overwhelming majority of involuntary commitment cases are taken on by legal aid lawyers, whose work conduct is bound by both the law and a code of professional ethics. In this dissertation, I advance my thesis by closely reviewing the legal context of involuntary commitment; the material practices associated with legal aid lawyers, such as appointment, client access, and remuneration; the processes through which psychiatric documents are created and attached to admittees; and the role psychiatrist-generated texts play in court. I argue that within the context of involuntary admission, lawyering is organized in such a way that legal aid attorneys are unable to perform at their utmost, in a way that would most benefit their clients. Moreover, through my research I show that―despite perhaps their best intentions―legal aid lawyers not only actively participate in the practices that circumscribe the space for their legal advocacy for admittees, but also reproduce the very discourses and practices that objectify people during involuntary admission procedures to psychiatric facilities in Poland. / Graduate

This study explored how workers in two small museums on Vancouver Island were responding curatorially and pedagogically to the social issues of our times. It was inspired from my own work in a small museum, as well as the idea that museums can be agents of change in our deeply troubled world. Specifically, I investigated how these small museum workers integrated new critical and creative practices into their daily work and the challenges and constraints they faced. Adopting institutional ethnography as inquiry, I used interviews, participant observation and focus groups to explore how the study participants navigated community relations, historical discourses, exclusions and institutional restrictions. My findings show the participants tackling issues of power and privilege by enacting cultural democracy through shared curatorial authority; actively engaging with a diversity of communities; integrating women’s lives and issues in the exhibits; using the archives to share lesser-known histories; and employing a variety of aesthetic and embodied practices to raise awareness and engage community. While some visitors and members were resistant to the changes, my study suggests that most welcomed the new stories and practices, which speaks to how the participants mobilisd pedagogies of challenge and care. Challenges remained in the forms of a gendered bureaucracy; lack of funding; and job precarity. I conclude this study with recommendations for how small museums might be further supported in this important curatorial and pedagogical work. These include the development of regional and collaborative learning frameworks; the re-imagining of governance; and the adoption of ‘decent work’ principles in these institutions. / Graduate

Despite the benefits of physical activity for older adults, many residents living in long-term care homes (LTC) are relatively inactive. Previous research has revealed barriers to physical activity at the resident-level, organizational, and environmental level. However, little attention has been paid to other factors influencing physical activity within the broader institutional complex. The goal of this study was to uncover how the work of personal support workers (PSWs) related to the promotion of physical activity was socially organized. Institutional Ethnography (IE), developed by Dorothy Smith, guided this study. Smith proposed that peoples’ everyday experiences in local settings are organized, often unknowingly, by the actions of people located outside of the local setting and that this organization is textually-mediated. Two LTC homes in Ontario participated in this study. I began data collection by observing PSWs as they went about their work. Next, I interviewed PSWs and other people located inside (e.g. nurses, managers) and outside the LTC homes (e.g. representatives from the Ministry of Health and Long-Term Care (MOHLTC). Lastly, I collected texts that organized the PSWs’ work, such as Ministry standards. The findings revealed that although the MOHLTC standards were viewed as producing something “good” for the residents, some of the standards disrupted the PSWs’ work, which made it challenging for them to support daily physical activity. The promotion of physical activity was seen as an additional program that happened a few times per week and it was parceled out as a professional activity that was socially organized “out” of the PSW role. The findings suggest that local solutions are needed. A good starting point would be to go and talk to PSWs and residents to determine what type of assignments would permit the incorporation of physical activity into daily care. To embed the promotion of physical activity into daily care, a major rethink and reorganization of PSWs work will be needed, including a greater investment in human and material supports for PSWs.

No description available.

In the 2019-2020 school year, there are at least 30,000 pregnant students on U.S. university campuses who might need a place to pump or nurse while in school. National policies protect the need for time and space for employed lactators, but there are only suggested protections for space for lactating college students. Many postpartum people, members of the campus community, are falling through the gaps of support by their universities. Some universities have developed policies that require lactation rooms for capital construction projects. The state of the policies themselves and consistency of the application in the built space is poorly understood. Few policies address the larger issue of inclusion for this diverse population. This study investigated the issue of lactation rooms on campuses from three different perspectives or domains of knowledge. The work explored the claims made by universities about postpartum support and lactator inclusion (proclamations); the manifestation of those policies in the lactation space (actions); and the user experiences of lactating on their campus (perceptions). The perspectives provide contrasting views on the adequacy of lactation space in this complex ecosystem and the needs for improving the process of developing new policies, the application in capital construction, and the operation of lactation rooms. Merging the socio-ecological model with the human rights model (Availability, Accessibility, Acceptability, and Quality (AAAQ)), lactation policies on two case study campuses were assessed to evaluate the claims made by universities about inclusion and dignity as represented in the built environment. Using a mixed-methods approach of institutional ethnography, an environmental assessment (merging photovoice and indoor comfort measurements), and narrative interviews with lactators, the study centred the lactation room as a site of place-making to demonstrate the overall impact of the interrelationships and intersection of these three domains of knowledge. The results indicated that design and construction standards on the case study campus have changed over time in response to national policies and other influences. The findings illuminate that the facilities themselves have not changed to meet the contemporary needs of lactating bodies of varied academic intersectionalities. Despite policies focused on improving spaces for lactating people, best practice guidelines for lactation rooms, and many publications describing the barriers that users experience in meeting this basic need, universities are still struggling to include all of the lactating people in developing their physical infrastructure and to create the supporting social infrastructure. To address some of the gaps in the immediate future, universities could include the variety of lactating people when creating web-based messaging for lactation room access. Future needs include developing postpartum provisions for the lactators and clearly communicating what is available to them. Universities should develop additional sessions on postpartum support to include in their diversity, equity, and inclusion (DEI) trainings for supervisors. The dramatic change in abortion policies in the U.S. directly impacts this age population. Therefore, student health tracking systems need to incorporate more questions on birth experiences, postpartum needs, and lactation. Universities are unique ecosystems and the current desire to improve in policy and action. There is now an incredible opportunity to explore multi-tiered approaches to improving the DEI landscape. / Doctor of Philosophy / The policy that governs the provisions for lactation rooms for employed workers only requires an outlet, a flat surface, and a place to sit. There are no national policies that provide for dignity in spaces where people pump milk for their infants. College campuses offer a unique opportunity to assess social and physical infrastructures for lactation support. The research questions centred on the lactation room as a site of meaning making to explore questions of the creation of lactation rooms, the policies that govern postpartum bodies, and the experiences of lactating people on college campuses. Using the lactation room as the site, the research explored the claims made by universities about postpartum support and lactator inclusion (proclamations); the manifestation of those policies in the lactation space (actions); and the user experiences of lactating on their campus (perceptions). Using these specific domains of knowledge as a guide, the mixed-methods explored the institutional proclamations through document analysis and informational interviews with institutional employees; the rooms themselves assessed using photos and indoor comfort metrics; and in-depth interviews with lactators. Two universities were selected as case studies to examine the policies and practices of lactation programming and share the stories of lactating people. Results indicated numerous gaps in the connection between the policies, practices, and the needs of the lactating people in this unique ecosystem. Universities have some considerable work to do in overcoming these gaps, including breaking down silos between people and programs in different parts of the university. More work is needed to identify these lactators and bring them into the conversations about their needs as an act of inclusion. Universities can acknowledge this diverse group in their web-based resources, communications, and policies. Future work is needed to continue to identify and fill the gaps in all three areas of proclamations, actions, and perceptions. Improvements in these areas could promote more dignity in the built environment and increase sensations of belonging amongst lactating people on college campuses.

No description available.

<p><strong>ABSTRACT</strong></p> <p>Annually, thousands of immigrant women employed in precarious low-paying jobs become more marginalized after experiencing work-related injuries because they cannot obtain just compensation from Ontario’s Workplace Safety and Insurance Board (WSIB). In 1913 Sir William Meredith attempted to establish an equitable compensation system. Over the decades, and especially in the past 25 years, the influence of neoliberal forces has continued to create a system that resembles a market-based insurance model.</p> <p>Using an institutional ethnographic approach, this research explicates how the policies of the WSIB are implicated in ruling relations. Four immigrant women who had experienced work-related injuries were interviewed. Their experiences of the problematic were mapped to the texts: the Workplace Safety and Insurance Act, the New Experimental Experience Rating and Merit Adjusted Premium Programs, and WSIB’s Forms 6, 7 and 8.</p> <p>The findings indicate that (a) work-related injuries have resulted in the immense social, emotional, moral, financial, and physical degradation of the participants; (b) an important relationship exists between the contents of the texts and the adverse experiences of the participants; (c) the texts influenced the ways that employers, WSIB service and health care providers, and legal professionals responded to the participants; and (d) the texts influenced the women’s experiences of the system and directed the actions that they had to take in very specific ways.</p> <p>This study examined the experiences of this group of women about whose experiences of the system little is known. Although the information that they provided was strong and supported what is already known about how other groups of injured workers experience the system, the small sample size suggests that additional research with a larger sample size is warranted. Because the women’s employers were not interviewed, research on the influence of these texts on the experiences and actions of all stakeholders would add to our knowledge.</p> <p><strong><br /></strong></p> / Master of Social Work (MSW)

Existing literature about transgender college students calls upon higher education organizations to support trans students' use of self-identified first names (in place of legal names, given at birth) and self-identified pronouns (in place of assumed pronouns based on sex assigned at birth, or other's perceptions of physical appearance), but that literature lacks guidance on how to achieve this work, which is deceptively complex. This study addressed this gap in the literature in two ways. First by using critical theory to show how hegemonic, binary notions of gender shape intellectual, social, and regulatory dimensions of higher education in ways that complicate practitioners' efforts to provide trans students with support. Second, by using institutional ethnography (IE) as a critical framework and methodology to uncover what IE refers to as texts and relations that operate in unintended ways to undo practitioners' efforts to provide desired supports. I use examples from my experience as a higher education LGBTQ resource professional at the University of Vermont (UVM) to add depth to my analysis and present the results in two articles. The first article presents the rationale for changing campus information systems to enable transgender students to use self-identified names and pronouns on campus, and presents examples of the work accomplished at the University of Vermont and the University of Michigan. The second article extends beyond logistics to explore the complex questions that are the focus of this dissertation.

The problem of cultural violence against girls in Nigeria has been discussed at length. A number of scholars have conducted empirical studies, others developed theories and tools to be used in measuring and monitoring improvement on eliminating specific cultural practices. This scholarship is vitally important. They launch feminist and other anthropological works into an arena of anti-violence work which without a doubt have a significant impact and far-reaching repercussions for girls who experience violence in Nigeria. Yet, despite the systemic change over the past years, the problem of violence against girls in Africa, more specifically Nigeria, is still persistent within cultural communities. Building on the important foundational works of these authors, my dissertation analyses this problem from a different perspective. This thesis identifies several governance gaps within the Nigerian legal framework that needs to be addressed before existing legal mechanisms can adequately address the problem of violence against girls. To ensure a proper examination of the different dimensions and changing patterns of cultural violence against girls, the dissertation focuses on the practice of child marriages within Muslim communities in Northern Nigeria. The complexity of the issues addressed in this dissertation required a variety of theoretical tools to unpack the different fields of inquiry. The dissertation uses a critical legal studies and feminist framework in studying the problem of cultural violence against girls in Nigeria. It also uses textuality, a method of inquiry within Dorothy Smith’s feminist socio-legal methodology, to investigate the text-based organization of social policy in Nigeria to ultimately reveal a legal and political system used as an instrument for consolidating power and legitimizing anti-women principles as traditional values. Using these tools, the thesis analyzed the complexity of the problem of cultural violence through a focus on co-existing institutional frameworks, that is, formal and informal legal structures and the roles they play in shaping the experiences of girls within cultural communities.