Obesity within the Canadian population is on the rise, as people continue to lead hurried lifestyles there is little time to slow down and prepare a meal for oneself or one’s family. As younger generations grow up in these rushed lifestyles, the opportunities to learn about food and nutrition in the home is quickly disappearing. As a result this practicum project explores promoting healthy lifestyles by reconnecting people with food through the creation of a Culinary Learning Centre located in The Forks Market Building, in Winnipeg, Manitoba. Individuals who are motivated to change the way they view and value food are provided with a comprehensive learning environment that approaches teaching through a holistic and collaborative manner. Informed by an extensive literature review into the Slow Food Movement, and learning theory; research into four case studies; and detailed programming, culminated in an interior design solution promoting positive learning, social interaction, and student well-being. / October 2016

There is a growing movement of indignation around the world that is calling out injustice and developing creative strategies to stand up to power and change the world. These are sparks that have flared up in the Arab spring, the occupy movement, idle no more, massive strikes in South Africa, environmental protests and many more. A growing body of literature suggests that movements such as these are not isolated instances but a growing global movement, despite what the mainstream media suggests (e.g. Brecher, Costello and Smith 2002; Hall, Clover, Crowther and Scandrett, 2012). This participatory action research tells the story of one grassroots environmental protest campaign. The protest campaign is ongoing and organized by non-native environmental kayaktivists in Coast Salish territory. It culminates each year in a five-day human powered flotilla of 100 people through the Salish Sea to connect communities and protest increased tanker traffic and a fossil fuel based economy. The research was both suggested and guided by the organizer activists. Their voices are openly represented in the research in order to reflect and appreciate their expertise and role in the research. The story this research tells demonstrates the role and value of protest campaigns in challenging root inequalities and presents practical strategies for building capacity for a global movement of social and environmental change that connects and addresses intersectional oppression globally. It also problematizes activist settler and First Nations relations. The research situates these campaigns as important sites of public learning and presents practical strategies for teaching and learning as if the world mattered. The organic and experiential approaches to learning revealed are applicable to informal, non-formal and formal learning practices. The research challenges the incestuous, white male, Eurocentric, hierarchical control of knowledge and knowledge making that has been used for centuries to justify and hide oppression and exploitation of imperialism, colonisation and war. This research emphasizes the need for creative solutions to the planetary crisis at hand, which require a reflection on the world and our position in it from diverse cultural perspectives. This means listening and learning from the wisdom of those who have been silenced. It requires a new type of learning that values wisdom over cleverness and places peaceful co existence at the centre of the curriculum. Learning in grassroots protest campaigns, such as the one represented in this case study, offer possible strategies for carrying out such learning. / Graduate / 0516, 0768, 0700 / capelton15@gmail.com

Worldwide, the collection, separation, and sales of recyclable materials is a survival strategy for many unemployed and impoverished families, especially in urban landscapes. They are called recyclers, and their work is often associated with social exclusion objectively manifested through discrimination by the public, which negatively impacts recyclers’ perceptions of their own self–worth. Discrimination places the recyclers within a marginalized social space and perpetuates poverty and social inequity. Such discrimination is best evidenced by the lack of open dialogue between recyclers and the public. The present research was designed to open spaces for these dialogues to occur, with the ultimate goal of decreasing discrimination suffered by the recyclers from the greater metropolitan region of São Paulo, Brazil. Working collaboratively with recyclers that are affiliated with the Brazilian National Recycling Social Movement (MNCR), and using arts–based research interwoven with theories of social movement, environmental adult education and transformation, I explore the learning that goes along when we use visual arts to bridge the gab between the recyclers and public. During seven months (March–September, 2012), 50 recyclers participated in three different arts–based workshops (abstract painting, impressionism painting, and mosaic) and seven art exhibits in different cities in Brazil. These art workshops and exhibits were video and audio recorded and represent the primary data source in this research project. Discourse analysis combined with a cognitive developmental approach to understand peoples’ free conversation was used as an analytical tool to explore the recorded materials. The artworks produced in this research illustrate recyclers’ stories of poverty, social exclusion, and their victories toward a better future for themselves. The process of creating and exhibiting their paintings mediated the construction of their visual thought, and in this way, they were able to (re)imagine a different reality for themselves. This empowered recyclers because it added value to their work as environmental agents, increasing their sense of self–worth. Additionally, through the art-making process, it was possible to identify moments of realization in one’s life (i.e., epiphanies). By mapping out epiphanies throughout the lifespan of an individual, we can explore their moments of transformation, which is critical in environmental adult education processes. Finally, my findings suggest that community art exhibits are dialogical spaces, where knowledge is co–constructed and mobilized. These exhibits are also alternative sources for income generation for the recyclers and are in fact, environmental adult education practices. / Graduate

Title: Verbal expressions of students UK FTVS in the role of teacher within the subject Theory and Basics of Swimming Didactics Objectives: The aim of the thesis is to evaluate the verbal level of students of 2nd year of UK FTVS in the role of swimming teacher in the didactic outputs of the subject Theory and Basics of Swimming Didactics through the agency of analysis of the audio recording in duration of 15 minutes. The persons with higher pedagogical practice in swimming lessons were compared with persons with basic swimming education. Methods: The research focused on the analysis of verbal expression of swimming teacher. For data collection we used participating observation and analysis of audio recordings. The transcription method allowed recording the occurrence of the linguistic and paralinguistic aspects of verbal expression. The frequency of phenomena was observed on individual participants and groups of students with different levels of swimming education and practice. Comparisons between groups were performed using average values and expressed as a percentages in graphs. Results: The verbal expressions of the students did not go without serious verbal offences. The filler words were dominant factor, which occurrence was considerable for all participants without irrespective of achieved...

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Magister Educationis - MEd / This research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.

Quelle a été l’évolution ces dernières décennies du rapport des mouvements sociaux (MS) québecois aux catégories de l’action politique que sont la question nationale, la forme parti et les rapports entre mouvements? La plupart de ces dimensions de l’action politique mouvementiste ont suscité une importante attention de la part des sciences sociales, lorsqu’il s’est agi d’étudier les décennies 1960 et 1970. L’intérêt pour l’étude de ces catégories de l’action des MS des décennies suivantes s’est quelque peu tari, à la faveur d’un récit de la déploration regrettant l’époque glorieuse de la Révolution tranquille et les tumultueuses années 1970. Notre thèse propose de se réapproprier la trame historique d’un demi-siècle d’action politique des MS, en cherchant à repérer les modalités du cheminement de trois mouvements (syndical, féministe, communautaire) sur ce terrain, au travers de l’étude minutieuse des mutations de leur culture politique. Cette dernière a subi d’importantes interpellations et remises en question, sous l’influence de divers facteurs, au cours des dernières décennies. Un de nos arguments centraux est qu’il y a eu au sein des MS québécois un cheminement dans la façon d’aborder la sphère politique et la transformation sociale, cette évolution traduisant chez eux un processus d’apprentissage, à savoir une forme de développement du rapport à l’action politique. Celle-ci se voit conférer le statut de compétence développée dans le quotidien des mouvements, sur le tas, donc par essais et erreurs. Notre enquête sur le terrain a permis de dégager des résultats traités de façon à la fois chronologique et taxonomique, relatifs à nos trois dimensions de l’action politique. Successivement, chacune d’elles fait l’objet d’un chapitre : les rapports entre MS, la question nationale, la forme parti (incluant les élections). Dans chaque cas, l’examen de l’évolution se donne pour tâche de dégager les éléments de bilan faits par les militants et militantes, puis d’exhumer les acquis, souvent tacites, en termes de connaissances politiques. Cette recherche permet de dégager précisément en quoi il y a eu développement du rapport des MS à l’action politique, en outre à l’initiative du mouvement des femmes, dont l’influence a été déterminante.

Hintergrund: Lernprozesse in der Therapie von Bewegungs- und Handlungsstörungen werden am und mit dem Körper vollzogen. Bisher fehlt eine zusammenhängende Theorie, die das gesamte Spektrum des körper- und leibbezogenen Lernens erfasst, beschreibt und erklärt. Fragestellung: Wie kann das körper- und leibbezogene Lernen definiert, beschrieben und erklärt werden? Methodisches Vorgehen: Sechs Therapieansätze aus den Bereichen der Ergotherapie und Physiotherapie werden analysiert anhand von Literatur, Gesprächen und Seminar- und Tagungsteilnahme. Gemeinsamkeiten und Unterschiede in den Lernprozessen der verschiedenen Therapieansätze werden anhand phänomenologischer, anthropologischer, soziologischer und kognitionswissenschaftlicher Theorien reflektiert, eine Theorie des körper- und leibbezogenen Lernens entworfen. Ergebnisse: In den Therapieansätzen werden unterschiedliche Strategien eingesetzt. Der Lernende nimmt entweder eine distanzierte und reflektierende Stellung zu seinem eigenen Körper ein oder lernt unmittelbar-erlebend mit dem Leib. „Leib“ steht für das unmittelbare Erleben, „Körper“ für das distanzierte Betrachten des Körpers. Lernen im Leibbezug geschieht durch Empfinden, Wahrnehmen und Erleben als Prägung, Inkorporierung und durch Nachahmung, als Versuch-Irrtum-Lernen, situatives Lernen und prozedurales Lernen. Lernprozesse im Körperbezug umfassen Verbalisieren, Reflektieren und Imaginieren beim motorischen und problemlösenden Lernen. Körper- und leibbezogenes Lernen geschieht im sinn- und bedeutungsvoll erlebten Handeln eingebettet in die Umwelt. Schlussfolgerungen: Lernen muss Körper und Leib einbeziehen, wenn es erfolgreich und nachhaltig sein soll. Die Theorie des körper- und leibbezogenen Lernens kann die Planung, Durchführung und Reflexion therapeutischer Praxis unterstützen. / Background: During therapy of movement and acting disorders, learning processes are executed both with and (all) over the body. To date, there is no coherent theory which covers all aspects of body-related learning. Question: How can body-related learning be defined, described and explained? Method: Six therapeutic approaches for occupational and physical therapy are analyzed based on literature, discussions and the participation in seminars and congresses. Differences in the learning processes of the various approaches are reflected on theories of phenomenology, anthropology, sociology and cognitive science and a theory of “Körper and Leib”-related learning conceptualized. Results: In the various therapeutic approaches, different strategies are used. The learner either adopts a distanced und reflecting attitude towards his body or he learns through immediate experience. “Körper” (the physical body) represents a distanced view of the body; “Leib” (the lived body) represents the immediate experience. But even the most distanced view does not take a person out of his/her “Leib”. “Leib”-related learning is based on imprinting through feeling, perception and experience, and on incorporation and imitation, trial-and-error learning, situative learning, and procedural learning. “Körper”related learning processes contain verbalization, reflection and imagination which are used with motor and problem-solving learning. “Körper and Leib”-related learning occurs through actions which are experienced as meaningful and relevant and are embedded into the environment. Conclusions: For successful and sustainable learning both “Körper” and “Leib” must be considered. The theory of “Körper and Leib”-related learning can support planning, implementation and reflection of the therapeutic practice.

Using a Marxist perspective, this thesis examines Venezuela’s Socialist Production Units (SPU). SPUs have emerged as a clear alternative to the neoliberal model that characterized Venezuela and most of Latin America for the past 30 years. However, SPUs exist within capitalism and their political economy remains contradictory, a reality that manifests in the concrete experiences of their workers. Although facing contradictory experiences, SPU workers are acquiring important learning that challenges dominant market relations and builds the preconditions for a new, more just society. This learning is being acquired informally, in particular, through workers’ democratic participation in their SPU. For these reasons, SPUs should be considered important sites where revolutionary praxis is taking place. Therefore, I conclude, SPUs are making a significant contribution to the building of ‘socialism in the 21st century’, but further struggles, in particular, against the state bureaucracy and large local landowners are needed to advance their goals.

Using a Marxist perspective, this thesis examines Venezuela’s Socialist Production Units (SPU). SPUs have emerged as a clear alternative to the neoliberal model that characterized Venezuela and most of Latin America for the past 30 years. However, SPUs exist within capitalism and their political economy remains contradictory, a reality that manifests in the concrete experiences of their workers. Although facing contradictory experiences, SPU workers are acquiring important learning that challenges dominant market relations and builds the preconditions for a new, more just society. This learning is being acquired informally, in particular, through workers’ democratic participation in their SPU. For these reasons, SPUs should be considered important sites where revolutionary praxis is taking place. Therefore, I conclude, SPUs are making a significant contribution to the building of ‘socialism in the 21st century’, but further struggles, in particular, against the state bureaucracy and large local landowners are needed to advance their goals.