Museums and heritage tourism sites are highly curated places of memory work whose function is the assembling and ordering of space and narrative to contour visitors’ experiences of the past. Variations in such experiences within and between sites, however, necessitates a method that: (1) captures how guides, visitors, and exhibits interact within spaces when representing and performing history and (2) allows researchers to document those variations. We developed narrative mapping, a mobile and geographically sensitive form of participant observation, to enable museum scholars and professionals to systematically capture, visualize, and interpret tendencies and variations in the content, affective qualities, and spatial arrangements of museum narratives over multiple sites and across multiple tours at the same site. Two antebellum plantation museum case studies, Laura Plantation in Louisiana and Virginia’s Berkeley Plantation, demonstrate the method’s utility in documenting how stories are spatially configured and materially enlivened in order to analyze the ways enslaved persons are placed within these narratives.

Philosophiae Doctor - PhD / In recent years, many long held assumptions about language and literacy have come to be questioned by so-called "critical" discourses. The result of this questioning at a theoretical level has resulted in a concomitant interrogation of the practices and methodologies intended to develop both phenomena. Situated against the background of this critical questioning, this thesis examines the appropriacy of interventions designed to develop students' academic literacy at the University of Zululand, a historically black South African University. It does this by asking two questions about students' literacy-related experiences. The first question, "How does the University of Zululand construct students' literacy-related experiences?", is answered using an analysis of Senate and Faculty documents, extant study and course guides and archived examination papers. In answering the question, the focus is on the identification and exploration of the ideologies which underpin dominant understandings of students' literacy-related experiences. The answer to the second question, "Is there a way to construct students' literacy-related experiences which is different to dominant understandings at the University of Zululand?", uses ethnographic research to support an analysis of students' written texts produced in a first year Systematic Philosophy class to "talk back" to the dominant understanding of students' literacy-related experiences identified as a response to the first research question. The analysis of students' writing is conducted using a systemic functional linguistic framework (Halliday, 1973, 1978, 1994). A systemic framework relates three different kinds of meanings evident in texts (experiential, interpersonal and textual meanings) to the contexts in which those texts are produced. The framework was used because of its potential to account for the form of students' texts by referring to a mismatch between the expectations of the dominant contexts of culture and situation (the university and the Systematic Philosophy class in which the research was conducted respectively) and the contexts which students themselves use as a reference point.

The number of active volunteer firefighters has been steadily dropping in the state of Connecticut for several years. At the same time, the number of public service calls for fire departments has been on the rise. This problem impacts fire protection and municipalities that rely on volunteer fire departments. The purpose of this narrative study was to explore why volunteer firefighter numbers have been declining, the extent to which recruitment and retention programs are used in volunteer fire departments, and how these programs contribute to a fire department's ability to recruit members. Perry's public service motivation model provided the theoretical framework for the study. Research questions focused on improving recruitment and retention programs. Data were collected from interviews with 5 current chief officers and 5 former firefighters in Connecticut and from organizational documents in local fire departments. Open, axial, and selective coding were used to identify 5 themes: lack of awareness of state policy on recruitment and retention, lack of recruitment, public service motivation, retention, and time. A key theme emerging from this study were that participating fire departments have limited effective recruitment and retention programs. The positive social change implications stemming from this study include recommendations to fire department leadership to consider a unified recruitment and retention strategy. This determination provides a foundation for volunteer fire departments to make informed decisions on how to increase recruitment and retention in their respective communities.

Homelessness has been a problem in the United States as early as the 1700s and kinship care networks provided emergency shelters and assistance to victims, neighbors, and family members. Previous studies on homelessness have focused primarily on the causes and effects of the phenomenon or on people who were not able to work due to mental or physical disabilities. The purpose of this transcendental phenomenological study was to explore and understand the lived experiences of 24-55 year old homeless individuals who are able to work but who used homeless shelters in Charlotte, North Carolina, thus helping fill a gap in the literature. The theoretical foundation of the study was functionalism. Snowball sampling was used to find five participants and data were collected using semi-structured interviews based on Rubin and Rubin's approach to interviewing. Data were analyzed using Sada's multiple stage process based on Husserl. All participants experienced worry, boredom, hopelessness, and fear of other residents. Participants also unanimously said shelters cannot be considered long-term homes. Knowledge of these experiences could enable shelter providers to develop programs and services aimed at helping residents feel safer and able to stay for longer periods of time when needed as well as ways to reduce worry, boredom, and hopelessness. This would help promote positive social change by giving residents the ability to take more advantage of counseling and job training programs for those who want to find ways to get out of the condition of homelessness.

Many children in the United States have experienced the imprisonment of a parent, given the country's high rate of incarceration. Researchers have found that such children have a higher likelihood of having health problems than do other children. However, a gap in current literature exists regarding these children's ability to acquire needed health care services to accommodate health issues resulting from the experience of parental incarceration. Therefore, the purpose of this quantitative study was to examine the relationship between these children's health status and their experience of parental incarceration. Bowlby's attachment theory, along with life course theory, constituted the conceptual framework. A nonexperimental, quantitative, cross-sectional design was used to test several hypotheses that centered on the relationships between children's special health care needs and access, as well as the likelihood that they had experienced parental incarceration. Secondary data collected through the 2011-2012 National Survey of Children's Health (NSCH) was used in this study. The results of a logistic regression analysis revealed a strong relationship between the experience of parental incarceration among youth and a need for psychological counseling and treatment. In addition, the experience of parental incarceration was also a predictor of participation in state and/or federal health care programs, and somewhat increased the likelihood of receiving delayed medical care or none at all. The results reinforce the need for more effective counseling and services and better information sharing with families of incarcerated individuals to communicate the availability of such services. Such actions may promote positive social change by increasing the odds of these children's healthy adjustment into adulthood.

The focus of this study was on parents of elementary and middle school age children and how the variables of age, gender, and level of education influence their attitudes toward bullying. The gaps in literature support the notion that additional empirical research on the different sociological factors that influence, support, and encourage bullying is required. The purpose of this study was to determine if parental level of aggression, as measured by the Modified Overt Aggression Scale, can predict a parent's attitude toward bullying as measured by the Parental Attitudes to Bullying (PAB) scale. In addition, this study investigated whether other factors such as age, gender and level of education influence parental attitudes toward bullying. A convenient sample of 84 parents from parents teachers organizations' of elementary and middle schools in a school district in Midwestern Oklahoma was used. A multiple regression analysis was used within a correlational survey design to determine if a predictive relationship between the four variables and the constant exist. No significant relationships were found. A t test analysis was run between the PAB scale and the gender variable and indicated a small mean difference. The recommendations for future research include (a) exploring the effect of the sociocultural environment of families on the development of aggressive behaviors of children, (b) identifying parental characteristics that contribute to low sympathy toward bullying and high anger profiles, and (c) comparing income levels of parents who participate in bullying studies. The implication for social change that this study supports is to create initiatives for educating the public regarding risk factors for parents that may lead them to contribute to aggressive behaviors in children.

Lone wolf terrorism has received considerable media attention, yet this phenomenon has not been sufficiently examined in an academic study. National security officials must distinguish between terrorist activities carried out by lone wolves and those carried out by terrorist networks for effective intervention and potential prevention. The purpose of this qualitative study was to explore the phenomenon of the leaderless lone wolf terrorist and the underlying mechanisms and processes that lead individuals to be drawn to or away from an existing radical movement. The theoretical framework for this study was leaderless resistance theory. Secondary data from interviews, field notes, and surveys from the RAND-MIPT Terrorism Knowledge Base and the Global Terrorism Database were analyzed using open and selective coding. Findings revealed 3 individual-level underlying mechanisms and processes (personal and political grievance, risk and status seeking, unfreezing) that lead individuals to be drawn to or away from an existing radical movement and to act unilaterally without direction toward violent ends. Findings also indicated that no single typology fits all perpetrators. The findings benefit national security officials and intelligence agencies by identifying lone wolf individuals, weighing the actual threat versus the perception, developing better counterterrorism strategies for the lone wolf phenomenon, and enhancing relations with outside agencies. Results may improve understanding of lone wolf terrorism and may be used to develop new policies to predict and track future threats.

A need assessment is a systematic process of determining community needs through the comparative analysis of people, problems, and services. Although need assessments of some form have existed since biblical times, it has only been within recent years that their use in social planning has become prominent. This is attributed to the increasing belief in the necessity of pertinent data to make decision-making responsive to community needs. Ten basic issues should be considered in designing a need assessment, These are: 1) Purpose; 2) Decision-making context; 3) Agency resources; 4) Scope; 5) Future studies; 6) Staff roles; 7) Data collection; 8) Citizen participation: 9) Format; and 10) Evaluation design.In addition, three approaches can be used to perform a need assessment. These are populations-at-risk (people), problems, and services. Essentially, the same information is collected in all approaches, only highlighted in different perspective. It is necessary to develop categories within which needs and community characteristics can be studied. The categories should be consistent with the assessment approach and easily transformed into planning and decision-making areas.

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Research in Indigenous contexts is strongly associated with colonialism (Smith, 1999). In response to this, Indigenous scholars have, in the last two decades, recentred research on Indigenous ways of knowing and doing (Kovach, 2009; Wilson, 2008). This change marks the advent of an "Indigenous research paradigm" based on "an ontology, epistemology, methodology, and axiology that is Indigenous" (Wilson, 2008, p. 38). In recent years, this approach has gained momentum in Canada, making it a "fifth paradigm" and a sought-after research approach across disciplines (Chilisa, 2020, p. 19). This thesis seeks to better understand the evolution of Canadian Indigenous research across disciplines in the last two decades (1997–2020). Using a mixed-methods approach (western and Indigenous), I adopted Arksey and O'Malley's (2005) scoping review methodology for the initial five steps and Kovach's (2010) Indigenous conversational method for the final consultation step. Based on the in-depth analysis of 46 Indigenous research studies, my findings indicate a notable increase in the number of collaborations between Indigenous and non-Indigenous partners, especially in the last five years. This may signal the beginning of an era of reconciliation in research; however, my conversations with Indigenous scholars revealed that, in many cases, collaborations are tainted by tokenism and present many risks for Indigenous researchers. Indigenous research is principle-based, and its key principles are relationality, reciprocity, respect, and accountability. Indigenous scholars emphasized that the key to successful collaborations and to "good" Indigenous research is taking the time to build genuine relationships based on these principles. My research thus demonstrates that healthy and productive collaborative Indigenous research is possible, but only when there is relational accountability on the part of non-Indigenous partners. In sum, using a scoping review analysis and the Indigenous conversational method, this research has established that the marker of robust and valuable Indigenous research is congruency: the clear and explicit alignment between researchers' positionalities, their epistemic frameworks, and the methodologies used to conduct the research.