Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 144-151.

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The interior design practicum establishes an awareness of the vastly decreasing population in Canada’s rural regions, specifically within the Prairie Provinces, due to a socially increased concentration on the development of urban centers. The project also brings attention to a progressive focus on privatization, isolation and segregation in today’s society. Through the research, analysis and design conducted, the practicum demonstrates one possible alternative to seclusion issues fostered in detached living found throughout rural Canadian regions today that better cater to their demographics and may entice populace to remain or move to these rural areas. With a focus on continuity, the consistent existence of historical and cultural preservation over time while progressing and evolving with contemporary innovations and ideas, the practicum’s underlying basis is to acknowledge the importance of rural, cultural and historical continuity through an alternative intergenerational cohousing model. By following ideas in the development of a suitable ‘home’ environment, integrated living strategies, critical regionalist design and adaptive reuse techniques, the rural cohousing project develops a solution that combines all three continuity components mentioned and promotes regional identity, community-oriented living and cross-age learning and networking.

The interior design practicum establishes an awareness of the vastly decreasing population in Canada’s rural regions, specifically within the Prairie Provinces, due to a socially increased concentration on the development of urban centers. The project also brings attention to a progressive focus on privatization, isolation and segregation in today’s society. Through the research, analysis and design conducted, the practicum demonstrates one possible alternative to seclusion issues fostered in detached living found throughout rural Canadian regions today that better cater to their demographics and may entice populace to remain or move to these rural areas. With a focus on continuity, the consistent existence of historical and cultural preservation over time while progressing and evolving with contemporary innovations and ideas, the practicum’s underlying basis is to acknowledge the importance of rural, cultural and historical continuity through an alternative intergenerational cohousing model. By following ideas in the development of a suitable ‘home’ environment, integrated living strategies, critical regionalist design and adaptive reuse techniques, the rural cohousing project develops a solution that combines all three continuity components mentioned and promotes regional identity, community-oriented living and cross-age learning and networking.

In this dissertation, I use a single qualitative case study methodology, participant observation, focus groups, and semi-structured interviews to explore how a rural school’s closure influenced the lives of residents in one rural farming community: Limerick, Saskatchewan, Canada. Three “stand alone” papers comprise this dissertation. In the first paper, I investigate the impacts of the school’s closure on rural families. In the second paper, I explore the ways Limerick School’s closure affected adults without school-aged children. In the final paper, I assess school closure’s impact on gendered volunteer roles. Using social ecological theory and socialist feminist theory, I argue that the school’s closure had far-reaching implications for community members and that these implications varied depending on stage of life, gender, and roles within the family and community contexts. Together, these papers not only make a contribution to filling the gap in existing literature pertaining to rural school closures, but they also strengthen our scholarly understanding of the school-community relationship in the rural context.

Thesis (MEd(Human Resource Studies))--University of South Australia, 1997

Thesis (M.A.)--Catholic University of America, 1988. / Includes bibliographical references (leaves 32-73).

Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis (D. Min.)--Covenant Theological Seminary, 1994. / Abstract. Includes bibliographical references (leaves 167-174).