Graduate student research (LHAE)

Permanent URI for this collectionhttps://hdl.handle.net/1807/91075

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    Racialized Women Principals and Vice-Principals: Experiences During the COVID-19 Pandemic in Ontario's Public Schools
    (2024-05-31) Fatimah, Dareen
    In this study I explored how participating racialized women principals and vice-principals in Ontario’s public school boards navigated the transition to online learning during the COVID-19 pandemic. I conducted semi-structured interviews with six women leaders in public schools to explore the opportunities and challenges they encountered, along with the strategies they employed to overcome these challenges. I identified six themes in the study findings: a) career progression, b) identity and influence, c) governance in public school boards, d) COVID-19 challenges, e) opportunities and resources, f) racialized women’s leadership. Findings derived from the participants’ responses revealed diverse experiences and emphasized the importance of resilience despite the challenges. The study findings point out the need for greater representation of racialized women to foster equity and inclusion in educational leadership in Ontario public schools, and illuminate the significance of centralizing the experiences of racialized women leaders to inform future research and policy.
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    False Freedom: Bio-carding, Bio-surveillance and Pedagogies for Community Care in the World of COVID-19
    (2020-06-01) Hassen, Yasmine; Tian, Liujia; Houston, Jann
    The world is making major adjustments due to the COVID-19 pandemic and governments have to identify strategies to make our communities safer. One of the biggest impacts has been the halt of mobility and travel and there has been a call for immunity passports and other forms of biocarding as a solution to enable people to move about their communities, use public spaces and travel more safely. This Zine is a pedagogy of public education and awareness within the academy and community spheres that depicts, through artistic contributions, the potential impacts of surveillance for Covid-19 and the resilience of communities in Toronto and around the world.
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    False Freedom: Bio-Carding, Bio-surveillance and Pedagogies for Community Care in the World of COVID-19
    (2020-08-30) Hassen, Yasmine; Tian, Ian liujia Tian; Houston, Jann
    The world is making major adjustments due to the COVID-19 pandemic and governments have to identify strategies to make our communities safer. One of the biggest impacts has been the halt of mobility and travel and there has been a call for immunity passports and other forms of biocarding as a solution to enable people to move about their communities, use public spaces and travel more safely. Through a University of Toronto Covid-19 Student Engagement Grant, this Zine is a pedagogy of public education and awareness within the academy and community spheres that depicts, through artistic contributions, the potential impacts of surveillance for Covid-19 and the resilience of communities in Toronto and around the world.
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    HIRING PERSONS WITH DISABILITIES; TIM HORTONS FRANCHISE MEGLEEN: A CASE STUDY.
    (World Association for Case Method Research and Application, 2018-01) Hitimana, Amani; Wall, Susan
    This case study focuses on the evidence-based approach to decision making that Tim Hortons Franchisee Megleen Inc., Mark Wafer used to dedicate inclusive hiring practices committed to persons with disabilities. The case reviews the evidence to support hiring persons with disabilities while ensuring a job-person fit, training, communication and accommodation. Research has demonstrated that negative perceptions, bias and emotional tagging have led to misconceptions in the Canadian employment market and have become an anchoring trap in hiring practices. Persons with disabilities are valuable human resources and community members, as evidenced by Mark Wafer’s commitment, that must be included in organizational workforce planning.
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    Charisma as a tactic of influence in social activism, a case study on the work of Dr.Bonnie Burstow.
    (World Association for Case Method Research and Application, 2018-12) Hitimana, Amani
    This case study focuses on the social activism of Dr. Bonnie Burstow, Associate Professor in the University of Toronto’s Adult Education and Community Development Program, who has dedicated her life to social justice. Using charisma as a tactic of influence, Dr. Burstow has achieved revolutionary outcomes and taken on leadership roles in academia and the antipsychiatry movement. Dr. Burstow’s charismatic leadership has been a major inspiration for others, including her own graduate students, to continue to be active in the antipsychiatry movement. Dr. Burstow’s charisma has also helped her effectively voice her support of disenfranchised populations.
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    The Five R’s for Indigenizing Online Learning: A Case Study of the First Nations Schools’ Principals Course
    (2018-10) Tessaro, Danielle; Restoule, Jean-Paul; Gaviria, Patricia; Flessa, Joseph; Lindeman, Carlana; Scully-Stewart, Coleen
    This article focuses on the creation, implementation, experiences, and research surrounding the first online professional development course for principals of First Nations schools across Canada, named the First Nations Schools’ Principals Course (FNSPC). First, we describe the contexts, goals, and designing of the FNSPC. Second, we outline the complexities of bringing Indigenous values into an online educational space. Lastly, we describe how using the Five R’s (Kirkness & Barnhardt, 2001; Restoule, 2008) of respect, relevance, reciprocity, responsibility, and relationships recasts the challenges of Indigenizing online education into opportunities for spaces of traditional and non-traditional Indigenous learning through the FNSPC.