Now showing items 41-60 of 235

    • Homosexual Subculture in Classical Athens: An Analysis of Unconventional Same-sex Relationships in the Speech of Lysias Against Simon

      Ahmed, Shakeel
      The genre of Athenian forensic oratory is valuable evidence for evaluating Greek society’s perception of men involved in long-standing homosexual relationships. A close examination of such relationships reveals that some citizen status males dispensed with the obligation of marriage and formed an enduring companionship with a socially marginalized man. Much of the scholarship on Greek homosexuality, however, ignores the role of subaltern groups in same-sex relationships and denies the existence of homosexual practices beyond the codified structures of the well-known pederastic relationship model. Applying a multidisciplinary lens to Lysias’ speech Against Simon, this MRP considers how its narrative on same-sex desire, relationships, shame, and masculinity reveals a complex and diverse image of Greek homosexuality. By focusing on the participation of a subaltern man, I argue that a homosexual identity and subculture existed in classical Athens.
    • Globalization, Neoliberalism, and International Student Enrolments in Higher Education: Expanding Global Interconnectedness and Academic Commodification

      Martin, Jacinda
      The last 20 years has witnessed a dramatic surge in international student enrolments around the world. Canada has been among the countries that have experienced some of the most significant increases international enrolments in college and university postsecondary educational institutions. This major research paper explores this trend and critically reviews the growing body of literature that seeks to explain this growth phenomenon. While the growth of the number students travelling the world in search of educational opportunities is, indeed, a global trend, the movement is largely from key developing nations to a smaller number of English-speaking, Western, wealthy capitalist countries. While for some scholars and commentators this movement is understood as part of the internationalization of all nations as part of the process of globalization, others see it as imbricated in the neoliberal project that has contributed to the corporatization of higher education and the commodification of knowledge within Western, capitalist nations. I review this debate with specific reference to data and examples from the province of Ontario, Canada.
    • The Relationship between Confucianism Culture on Chinese International Students’ Self-confidence

      Wang, Junjie Jr
      Considering the uptrend of educational globalization, the younger generation in China is choosing to study abroad. According to Lundeberg, Fox, Brown and Elbedour’s research (2000), Chinese participants have low self-confidence and do not trust their own skills. Furthermore, research shows that that Chinese graduate students tend to refrain from participating in classroom activities (Lu & Han, 2010). The purpose of this research project is to explore how Chinese international students perceive the influence of Confucius culture on their self-confidence, while completing the international graduate program in a single university in Ontario. All data was collected through loosely structured interviews with four Chinese graduate students in the international graduate program. Key findings of this research project highlight the students’ educative experience in both Canada and China, the influence of Confucianism on their self- confidence levels and the progression of this trait throughout the whole learning experience.
    • Comparing Successful Education Approaches From the Global South and Canada

      Lu, Olivia
      Educational reforms have been enacted to strategically address critical issues facing schools at the local (individual classroom, school, district) or systemic (provincial and national) level. At the systemic level, large educational change movements often present difficulties in the areas of sustainable success (Fullan, 2021). Across the globe, nations’ economic success is strongly correlated to students’ mathematics performance (Farrell et al., 2017). Therefore, the education of school-aged children in mathematics is an area of concern in both the Global North and Global South. Although many Canadian initiatives have addressed areas of improvement for mathematics education in schools over the last 10 years, limited research and few such initiatives have considered success stories beyond the Global North, thus overlooking new radical approaches for the core subjects, including mathematics (Farrell et al., 2017). This major research project conducted a comprehensive literature review exploring three Canadian mathematics education initiatives—Building Thinking Classrooms (Liljedahl, 2020), Math Minds (Davis et al., 2020), and Show Me Your Math (Lunney Borden, 2010)—as well as three alternatives from the Global South: Escuela Nueva (Colbert & Arboleda, 2016), Learning Community Project (Rincón-Gallardo, 2019), and Bangladesh Rural Advancement Committee Non-Formal Primary Education (Numan & Islam, 2021). Findings from this study can stimulate a flow of ideas between the Global South and Global North, with a detailed comparison between the Canadian and Global South approaches that can enhance mathematics education.
    • Health Impacts of Local and Chinese Small-Scale Gold Mining Operations on Ghanaian Communities

      Agyei, Robert
      The influx of Chinese miners in Ghana’s small-scale gold mining sector has encouraged a large body of research examining the deleterious impacts of gold mining on the environment. However, there is sparse literature concentrating on the health impacts of gold mining. This research therefore examines the health impacts of local and Chinese small-scale gold mining operations on Ghanaian communities. The research employs both qualitative and quantitative data and utilizes the theory of environmental justice as the framework for analyzing and creating ways to explore the health impacts of local and Chinese small-scale gold mining operations. The study found that both large-scale and small-scale gold mining are highly associated with environmental pollution in mining communities. The Chinese introduction of high-tech machines to quicken the production of gold has exacerbated the rate of environmental pollution in mining communities. Also, both scales of gold mining, in addition to Chinese mining activities, have negatively impacted the health of mining communities. Inhabitants of mining communities bear the brunt of poor sanitation, pollution, diseases, injuries and deaths. The research illuminates the environmental and health impacts of gold mining engendered by both local and Chinese miners in Ghanaian communities.
    • The Sakawa Boys: A Critique of Policing of Cybercrime in Ghana.

      Akuako, Edward
      Cybercrime, especially cybercrime related to online romance scams has increased exponentially in Ghana (Alhassan & Ridwan, 2021; Baylon & Antwi-Boasiako, 2016). As a result, the government of Ghana has deployed various traditional policing strategies to control this form of crime. However, these traditional policing strategies remain repressive and reactive and are unable to control Sakawa- related activities effectively in the country. This paper draws upon a Human Security framework as a reflective of a non-traditional policing strategy to tackle the root form of this crime which is mainly poverty created by the country’s implementation of the Structural Adjustment Program (SAP) and neoliberal economics
    • Deauthorizing the Unauthorized: Examining Museological Decolonial Discourse

      Mercier, Lisa Marie
      This critical literature review examines current global debates and discussions pertaining to decolonization practices in museums. I sample the literature and categorise it into four categories - exhibitions, collections, education, and human resources. This review illuminated three important things. First, I found that much of the literature pertains to decolonizing national exhibits in North America. Secondly, more discussion needs to be had around community museums and the important decolonization work that is happening at a grassroots level. Lastly, while much has been written on the importance of Black, Indigenous, and People of Colour as part of the staffing complement, less is written on decolonizing the broader human resources context of museum work. This dialogue is necessary to ensure adequate representation. The findings presented in this critical literature review continue important contemporary discussions on decolonizing museums. In sum, this research advocates for more work to be done with regard to decolonizing practices in museums.
    • Logging, Tourism, and Community: Finding Balance in South Algonquin and Algonquin Provincial Park

      McIntyre, Nikki
      This major research paper looks to explore the interwoven complexities involved in finding balance among the different realms of sustainability within Algonquin Provincial Park and the community of South Algonquin. It explores theory, case studies, and literature surrounding topics of park management, community development, planning, and the provincial park and community itself. Primary data collection by the author was not utilized; however, the research examines a plethora of existing literature including government documents and reports, conference resources, and published articles. Throughout the work the development of logging and tourism within the park are examined, both as separate and intertwined industries. The issue of these contrasting yet tied industries can be explained as a “wicked problem”, that being one with no finite or correct answer. With this understanding the work goes forward seeking not one solution but a variety of practices in resource management, development, and community engagement. A central theme of youth as potential actors within the processes of park, resource, and community management emerges, with calls for more engagement from this demographic. In the overall examination I find that the balance of sustainability in this region is relatively stable, with appropriate and innovative strategies being utilized from a variety of engaged actors to establish a “best case” for all.
    • Raising the Bar and Closing the Gap? Investigating Learning for All’s Capacity to Support Marginalized Students in Ontario

      Carlsson, Rebekah
      Learning for All (2013) is a resource guide, published by Ontario’s Ministry of Education, that aims to “raise the bar and close the gap in achievement for all students” (p. 3). It is intended to be used by school boards to support system-level planning and informs professional development and local policy directives (Ontario Ministry of Education, 2013). Learning for All does acknowledge that outcome disparities are more prevalent between certain demographic groups, but it avoids any discussion of the complex factors that cause this inequity. This paper explores the research on economically and racially marginalized students in Canada, to reveal the institutional, pedagogical, and ideological factors that produce this education inequity. From this research informed position, I offer a critical policy analysis of Learning for All guided by Paul Gorksi & Katy Swalwell’s Equity Literacy Framework (2015), which demonstrates that the strategies prescribed in Learning for All will not only fail to ‘close the gap’ but may also rein-force deficit thinking amongst educators, thereby exacerbating the problem. Finally, this paper concludes with recommended structural and pedagogical changes, as well as opportunities for future research to better address the barriers that marginalized students face and the shortcomings of Learning for All.
    • Working Conditions of Front-Line Poverty-Reduction Staff at Non-profit Agencies

      Morningstar, Sarah
      Over the past three to four decades in Ontario, neoliberalization and new public management have restructured the non-profit social services (NPSS) sector by reducing core funding and introducing a competitive proposal system with increased managerial accountability. These changes have generated immense workplace pressures for frontline staff. Frontline staff in the NPSS have seen an increase in standardization accompanied by the degradation of their skills. Through in-depth interviews with five frontline staff at two similar non-profit agencies serving people experiencing poverty in the Niagara Region, this paper explores the question: How do frontline staff in the non-profit social services sector describe their working conditions? And how resonant are the narratives of compassion fatigue and burnout. In contrast to the narrative of "compassion fatigue" that often describes the experiences of professional frontline workers, I found that burnout among frontline poverty-reduction staff stems primarily from encountering structural barriers, such as a lack of affordable housing, that limit what they can do to help their service users. Furthermore, I found a general lack of organizational supports for frontline staff as workers, including supports to prevent or lessen burnout. This research brings to light new perspectives regarding poverty-reduction work and ultimately points to needed supports for frontline staff that may improve their work lives, well-being and poverty-reduction effectiveness.
    • Environmental Racism: Proximity of Environmental Hazards and Benefits to Visible Minority Communities in Ontario, Canada

      Nettos, Mikellena
      Considering the global Black Lives Matter protests and the relatively limited academic research on environmental racism in Canada, this major research paper (MRP) explores the distribution of environmental racism in Ontario, Canada. Specifically, the research examines how environmental hazards (air pollution and landfills), and environmental benefits (parks and recreation) are distributed across visible minority and white communities in Hamilton and Niagara using ArcGIS Pro. The findings reaffirm that environmental racism exists in Ontario, Canada. For example, in communities with high percentages of visible minorities, parks tended to be less common and small, while particulate air pollution tended to be high. This research highlights the presence of environmental racism in Canada. Documenting and communicating the prevalence of environmental racism, and developing effective legislation for addressing environmental rights, are essential to funding lasting solutions for environmental racism in Canada.
    • A Scoping Review of Teaching Practices for Linguistically Diverse Students in Ontario

      Kittani, Lana
      This study explores the challenges faced by linguistically diverse students and teachers in Ontario, Canada. Current research suggests that it takes 5 to 10 years for English Language Learners (ELLs) to reach the language proficiency of their native English-speaking peers (Goodman & Fine, 2018). During this time, ELLs face many challenges including language loss, difficulties in developing a sense of belonging and inclusion in the school community, and difficulties in negotiating their identity. Likewise, educators face challenges when attempting to tailor assessment and instruction for ELLs. Some of these challenges are present based on educators’ background on literacy development and their understanding of language loss, the need to better understand students’ funds of knowledge to support their sense of belonging, lack of teacher education in ELL instruction to assist students in their identity negotiations and formation, and lack of time and resources to prepare and deliver inclusive instruction. A scoping review was conducted to answer the following research questions: (a) What are the experiences and challenges faced by ELLs and classroom teachers? (b) What high-yield pedagogical approaches can teachers use to support ELLs’ inclusive learning needs? (c) What are the implications for the educational and research community of employing such high-yield pedagogical approaches for teaching ELLs? This review provides specific pedagogical approaches for educators to use within their practice to support ELLs, as well as findings and implications for both the research and educational community. Findings from this review indicate that improvements to teacher education programs are needed to develop teachers’ understanding of ELLs, as well as a close examination of existing policy documents and ways in which they can be updated to reflect Ontario’s growing ELL population.
    • Exploration of how Medicaid has limited access to healthcare services for transgender individuals in the United States of America

      Bonsu, Appiah
      When laws are enacted, the state paints the picture that it is for the betterment of everyone. Before now, advocates clamored for laws to protect the rights of gender non-conforming people. When these laws were finally made, the states were applauded for having these people in mind. People do not realize that the supposedly 'best' laws, when further analyzed and scrutinized, show that they tend to favor some people more than others. This paper exposes the inequities in the health system by analyzing how the Medicaid program in the United States of America has limited trans individuals from accessing health care services and how the woes of some individuals are further deepened because of their race, age, sex and income. The paper also proposes some recommendations on how the Medicaid program can widen its scope of support.
    • The Experiential Embodied Feminist Antimilitarist Learning Hack: A Learning Journey Through Niagara’s War of 1812 Museological Sites

      Drenth, Monica
      In this Major Research Paper, I examine gendered representations of the War of 1812 at four significant cultural sites: the Niagara Falls History Museum, Lundy’s Lane Battlefield, Drummond Hill Cemetery, and Queenston Heights. I employed an experiential embodied feminist antimilitarist learning hack to view exhibits, sites, displays, and epitaphs. The overarching question that guided my research was: How does embodied feminist experiential learning intersect with the ways that gender and militarism are remembered and represented in War of 1812 museums and heritage sites in Niagara, Ontario? My research concluded that the way that the stories of the War of 1812 are told at these sites serves to perpetuate the hegemonic portrayals of war, including the celebration of violent and bloody combat, war as a male-dominated condition, and the conventional roles of men and women in wartime. My research demonstrates the need for change at these sites so visitors might understand the problematic ways in which gender and violence is presented with regards to the War of 1812.  
    • “Keep It 100”: A Handbook Promoting Equitable Outcomes for Black University Students Through Mentorship

      Adebo, Michael
      Black and racialized students attend Canadian universities with the intent of achieving academic success. However, instances of overt and covert racism negatively impact Black and racialized students’ academic success and retention rates in university programs. Lee (1999) and Sinanan (2016) suggest mentorship as a key strategy towards increasing academic success and retention rates among Black students. This handbook proposes mentorship strategies for use by university educators and administrators to help build beneficial relationships with Black and racialized students that lead to improved learning outcomes. Specifically, this handbook proposes what Quach et al. (2020) have identified as mentee-focused mentorship. Mentee-focused mentorship centres on the needs of Black students and recognizes the layers of systemic racism that exist in universities. This project provides educators and administrators with an understanding of concepts related to systemic racism, anti-racism, intersectionality, critical race theory (CRT) and CRT-informed practices. Personal stories from Black students collected from the academic literature are presented alongside points of reflection for educators and administrators. Points of reflection are provided with the intent that readers will meaningfully consider their positions of power and the strengths in students’ non-academic identities.
    • What Does It Mean to Be a Teacher?: How Confucius and Socrates Facilitate Contemporary Classroom Discourse

      Nguyen, Quynh
      This project investigates the complex and divergent role of the teacher in the contemporary context, in which teaching becomes a profession and a teacher’s responsibilities are predetermined. By adopting a philosophical lens, I explore what it means to be a teacher by analyzing and comparing the two great teachers Confucius (Kong Fuzi or Kongzi) and Socrates. Although there has been no shortage of studies comparing and contrasting these two thinkers’ pedagogy, little research examines the similarities and differences between their approaches in a specific context of contemporary education. By facilitating discourse among Confucius, Socrates, and contemporary teachers, I outline what a teacher means according to the two thinkers and which factors might impede present-day teachers from being Confucian and Socratic teachers. I will propose an integrated approach that can help bring the values of both Confucian and Socratic teachings to contemporary classrooms.
    • Sea Turtles Living in a Fishbowl: Political Identities and the Returning Trend of Chinese International Students

      Liao, Yuchen
      While American philosopher Martha Nussbaum (2016) claimed that “most of us would not choose to live in a prosperous nation that had ceased to be democratic” (pp. 10−11), more and more Chinese international students have followed an opposite trend recently, returning from democracies to China where political freedom is deteriorating. This project conceives the heterogeneous political identities of Chinese international students as an underlying cause, rather than a directly decisive factor, to understand the increasing proportion of Chinese “sea turtles”—the homonym of “returnees” in Mandarin. I use conceptual, reflective, and argumentative methods, proposing and exploring four different political identities of Chinese international students: party-statist, neoliberal, liberal, and double-dissident. I develop a metaphor of the “fishbowl” to depict Chinese political control and argue that the fishbowl plays a more decisive role than democratic education in constructing Chinese international students’ political identities to pull many of them back to China. My purpose is to provide new insights and critical hope for democratic education, illuminate the complex situation that Chinese international students face, and challenge the China−West binary in order to promote mutual understanding.
    • The Forest and its Trees: A Critical Inquiry into the Use of Nature-based Solutions in Canada’s A Healthy Environment and a Healthy Economy Plan

      Esdale, Gavin
      Nature-based solutions (NbS) and natural climate solutions (NCS) have emerged as promising options to address the challenges of the global climate and biodiversity crises. However, confusion persists about the meaning and practical implications of these relatively new approaches in the public, private, and political spheres. This research paper explores how the Government of Canada conceptualizes NbS and NCS, first through a scoping review of literature regarding the conceptual definitions and limits of NbS and NCS, and then through a directed content analysis of their 2020 climate plan, titled A Healthy Environment and a Healthy Economy (HEHE). This research determines that the NbS and NCS concepts are frequently confused or treated as interchangeable by the Government of Canada to the detriment of the HEHE plan’s strategies. The implications of these findings are discussed. The paper concludes with recommendations for improved design and deployment of NbS and NCS in Canada.
    • Differential Vulnerability to Climate Change in the Niagara Region

      Faris, Abbey
      The Niagara Region is experiencing the impacts of climate change. While all residents of Niagara will be affected by the impacts of climate change, some social groups will experience greater impacts than others. This Major Research Paper (MRP) uses large-scale secondary survey data (n=1087) to examine differential vulnerabilities to climactic events in Niagara. Specifically, Kruskal-Wallis and Chi-square statistical analyses were used to determine whether the frequency and severity of extreme heat and household flooding varied across age groups and household income levels. Results show that breaking down the differential vulnerability across age and income groups generated insight into those most vulnerable to flooding and extreme heat. The findings from this research study highlight the impacts that climactic events are having on a local scale within the Niagara Region and which specific social groups are experiencing these extremes.
    • Lingering in the Threshold: A Faculty Development Initiative to Support Writing Instruction

      Brook, Adriana
      While academic writing is a ubiquitous university requirement, writing is seldom explicitly taught due to structural, attitudinal, and pragmatic constraints. In this paper, I propose a means of supporting writing instruction through faculty development, drawing on threshold concept theory, the strategies that have evolved to support Writing Across the Curriculum and Writing in the Disciplines initiatives, and adult learning theory. Taken together, this scholarship suggests that both faculty development offerings and writing instruction are most successful when a balance is achieved between linear progression toward conceptual understanding and cyclical, recursive thinking, allowing learners to linger in troublesome and incomplete understanding. On this theoretical foundation, I propose a model for a writing workshop series to support faculty in writing instruction. I conclude by suggesting ways in which this model could be modified for different institutions and discuss the implications for research and practice as well as the limitations of my work.