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<p>North American suburbs are facing decline and obsolescence. They cannot meet the needs of North America’s ageing society, future climate change, or higher energy prices. Compounded with their negative environmental impact, non-resilient is an appropriate label for North American suburbs.</p> <p>Resilient suburban communities can be realized through retrofitting to meet current and future needs. Community scale retrofitting is in the early stages of development. House-level retrofitting tools exist but must be synthesized into a useable form for homeowners.</p> <p>Homeowners arguably have the largest stake in the future of the suburbs for both financial and social reasons. Empowering them with tools to make their suburban home and community more resilient is considered to be desirable.</p> <p>This thesis empowers homeowners by developing a prototype decision support system (DSS) that will help them (or their contractors) make choices about adapting and retrofitting their home for resilience. This Microsoft Excel-based DSS addresses the following suburban needs: new housing types, reducing the environmental impacts of the home, and decreasing reliance on fossil fuels. The DSS does this through three constituent ‘modules’.</p> <p>The first module, <em>Dividing Suburban Homes</em>, demonstrates the feasibility of dividing large suburban homes into multifamily dwellings. The second module, <em>Sustainable Additions</em>, selects resilient building materials for housing additions. The last module, <em>Reducing the Home’s Environmental Impact</em>, helps homeowners choose methods for reducing the environmental impact and fossil fuel usage of their home.</p> <p>Through these three modules, this DSS addresses a considerable number of the current and anticipated issues facing the suburbs.</p> / Master of Applied Science (MASc)

Research demonstrates that Black students deserve teachers who utilize culturallyresponsive pedagogy (CRP) and antiracist pedagogy to offer a high-quality education that is both engaging and affirming of their culture and life experiences. Unfortunately, many Black students are instead forced to navigate schools that do not center their culture or ways of knowing, but rather perpetuate the racism embedded within the U.S. education system. In suburban schools in particular, Black students rarely have access to teachers who represent their racial and cultural backgrounds, and this lack of representation and understanding amplifies the need for CRP and antiracist pedagogy. Further, existing research shows that preservice and current teachers rarely have access to the training and staff development that would prepare them to utilize these pedagogies (Warren, 2018). To offer the field more understanding about how teachers become culturally responsive and antiracist, this study explores the process that suburban public school teachers progress through to adopt these pedagogies, and the factors that inform this process. This study is informed by a theoretical framework that includes critical race theory, BlackCrit, and sociocultural context, and builds on the existing scholarship on Black students’ schooling experiences, teacher-student relationships, and CRP and antiracist pedagogy. Drawing on this existing research, I utilized qualitative data to explore suburban teachers’ perspectives, experiences and sense-making related to the process of becoming culturally responsive and/or antiracist. I conducted one-on-one interviews with 15 teachers who represent different racial/ethnic backgrounds, as well as a range of grade levels (K-12) and academic subjects. The participants all self-identify as educators who are committed to becoming culturally relevant and/or antiracist educators. They currently teach, or previously worked directly with, Black students in public suburban schools in the NYC metro area. The data from this study yielded three major takeaways. First, I found that the process of becoming a teacher who embodies culturally responsive and antiracist pedagogies is a journey that is informed by several factors, including lived experiences, key people that influence growth, and exploration of one’s own racial identity. To offer a clear illustration of how teachers progress through this process, I map the journey by offering specific details about the perspectives and practices that align with the beginning, middle and advanced phases of the journey. Importantly, this journey is nonlinear and unending, as being culturally responsive and antiracist requires continual learning and growth. Second, I find that strong teacher-relationships based in care play a key role in my participants’ journeys to adopting culturally responsive and antiracist pedagogies. I also find that teachers utilize unique approaches when demonstrating care and building relationships with Black students, as the teachers understood that Black students have unique experiences in school settings, especially those in suburban contexts. Further, I found that several factors inform teachers’ relationship-building approaches, with personal experiences and relationships being the most impactful. Importantly, I also find that when teachers work to build strong teacher-student relationships while also progressing through their journeys to adopting CRP and antiracist pedagogy, the relationships and pedagogies reinforce one another. The last key finding from this study explores the barriers that teachers encounter in their journeys to adopting culturally responsive and antiracist pedagogies. While the data demonstrated that several participants have successfully progressed through the journey to the point where they can now effectively implement CRP and antiracist pedagogy, I found that participants also faced two major barriers that impede their ability to effectively implement these pedagogies within their school contexts. The first barrier is the lack of focus on CRP and antiracist pedagogy in both teacher education and professional development sessions, including a lack of focus on the connection between student-teacher relationships and these pedagogies. The suburban contexts that the participants work within pose a second barrier, as the environments are rarely welcoming or conducive to work intended to advance racial equity. This study’s findings point to several implications for the field, including a need for changes to policy and practice, as shifting our schools toward becoming culturally responsive and antiracist requires significant support and resources. The findings also point to several opportunities for future research to further build the field’s knowledge about preparing teachers for CRP and antiracist pedagogy. Once our field knows more about this process, research such as this will help to better prepare teachers to offer Black students a high-quality education.

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Thesis (M. A. (Sociology)) -- University of the North, 1974 / Refer to the document