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Published: 10 December 2022

Last updated: 28 January 2023

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1

Young, Stacey Johanna. "The market model in higher education, Ontario in comparative perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63811.pdf.

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2

Burnett, Sally-Ann. "The impact of globalisation on higher education institutions in Ontario." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492253.

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There exists only sparse empirical data that is concerned with universities’ responses to globalisation. This study explores how and why higher education institutions in Ontario, Canada have responded to aspects of globalisation. It examines the policy context and the processes and priorities in institutional responses. First, the varying meanings and interpretations of the concept of globalisation are examined, alongside its relationship to terms such as glonacalisation, internationalisation, cross-border and borderless education. One particular element of globalisation: the recruitment of non-domestic students, is determined as the anchor point for the empirical research. Using a predominantly qualitative, mixed-methods approach, documentary research provides a foundation and framework of understanding from which detailed, empirical research is used to explore globalisation at each university studied. In the empirical study, the policy context for higher education in Ontario and Canada is first determined before aspects of each case study university are quantified. Thirdly, and most importantly, a qualitative, multiple case study approach is used to achieve a depth of understanding to establish each university’s institutional strategies and practices in response to globalisation. This allows for issues to be probed and conclusions to be drawn in a way that would not have been possible using a purely quantitative approach. Several similarities and many differences are revealed in the institutional responses that are explained in terms of policy context, institutional culture, strategic planning, institutional characteristics and settings. From these are derived some suggested adjustments to institutional strategies for each of the case study universities. More general recommendations follow, aimed at policy makers and institutional leaders, which if acted upon would improve the impact of universities’ responses to globalisation across Ontario. Suggestions for further research are given before the thesis concludes with a summary of the author’s professional and personal development during the course of the DBA.

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3

Pizzoferrato, Sherell. "HOW SCHOOL GENERATED FUNDING REINFORCES A TWO-TIER EDUCATION SYSTEM IN ONTARIO." Thesis, Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2212.

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This thesis examines School Generated Funding (SGF) within the Toronto District School (TDSB) to see if SGF is reinforcing a two-tier education system. Five sources of data were analyzed: The SGF Record of the TDSB from 2008-2009, The Preliminary School Budget from 2010-2011, EQAO test results from 2008 to 2009, The Learning Opportunity Index (LOI) from 2009, and three socio-economic status factors (income, education and occupation) using the Toronto Wards Profiles. Using the SGF record, twenty green schools (schools that raised the most SGF, amounting to $4,043,837) were compared, using the five sources of data against twenty red schools (schools that raised the least amount of SGF, amounting to $109,885). Two recommendations have been suggested: SGF be capped at a median amount throughout the TDSB and extra funding be put into a funding account for the TDSB to disperse to schools that need it.

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4

Cudmore, Geoffrey E. "It's all about the money: Current funding issues in post-secondary education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/334.

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For the last two decades as an academic administrator in public colleges of applied arts and technology both in Ontario, Canada, and in the United Arab Emirates, I have observed that no other factor has challenged the leadership, administration, and staff of these organizations abilities to achieve their goals, and meet the needs of their stakeholders, more than the decisions of governments relating to the funding of higher education. There can be no question that without money, none of these institutions would exist, and while there have been years of plenty, much of the last twenty years in the Ontario college system, has been characterized, (and some would say traumatized) by scarce resources, and the lasting impact of the dramatic across-the-board cuts to the funding for higher education by the Provincial Government in the mid-1990's. Even in the oil rich UAE, I witnessed the results of the government's failure to keep pace with the dramatic growth in enrollments at the Higher Colleges of Technology. While the allocation to the colleges remained almost static, enrollment grew from 3,000 students on eight campus locations, to almost 14,000 students and eleven campuses over a six-year period. In order to balance the budgets in the early years of this decade, colleges were forced to undertake measures like combining programs, reducing program hours, freezing the salaries for teachers and administrators, increasing teachers' workloads, and reducing the funding for capital and instructional equipment. While money seems to be ultimately behind everything we seek to accomplish, it has been surprising to find that so few books and scholarly articles have been published dealing with funding issues in higher education. This was particularly the case with regards to ones with Canada, and the Ontario Colleges of Applied Arts and Technology (CAATs), as the context. While this collection of papers, has used Ontario and the CAA Ts as the focus for the exploration of a number of current funding and funding related issues, it is hoped that the practical nature of these inquiries will make them useful to a far broader audience of academics, administrators, and policy makers in the area of higher education. It is worth noting that two of the articles in this collection have recently been published; Globalisation, Internationalization, and the Recruitment of International Students in Higher Education, and in the Ontario Colleges of Applied Arts and Technology in the Canadian Journal of Higher Education, (Volume 35, No 1) and The Post-secondary Education Choice and Excellence Act, 2000 and the Development of Private Universities and Private Post-secondary Degrees in Ontario in the OISE Higher Education Perspectives (Volume 1, Issue 2).

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5

McDowell, Anne Joan. "Multicultural, multiracial leadership camps." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30903.

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Few qualitative and quantitative studies of multicultural, multiracial leadership programs, or simply MLPs, have been undertaken. This qualitative study is based upon a case study methodology. A comparison of one school board's MLP with similar MLPs offered by other local boards of education is offered. A description and analysis of contemporary Canadian social, cultural, political, and linguistic diversity establishes the context in which these programs are set. A number of different definitions of terms associated with multiculturalism are discussed. Multiculturalism is based upon five general principles: (1) the retention and development of cultures, (2) the sharing of cultures, (3) the development of positive, equitable, and participatory individual and intergroup relations, (4) the respect and observance of human rights and civil liberties, and, (5) equality and equity. Education programs, policies and actions, including MLPs, are based upon some or all of the principles of multiculturalism. The design and implementation of these programs is symbolic of the furtherevolution of multicultural education from a systemic approach within education to a specific curriculum strategy. Within the thesis, a number of conclusions are reached. First, the full implementation of equality and equity within the Canadian society requires greater emphasis; policies, programs and actions which are designed to realize approach this ideal are mandatory. Second, greater access to government reports and materials is required. Third, the area of MLPs requires further investigation and analysis. Four, MLPs are based upon theory and field based strategies designed to increase tolerance, understanding, and acceptance of minority groups. Five, many MLPs share certain commonalities, but are modified according to individual school board needs and resources. Six, among the board level MLPs considered, the Ontario Multicultural, Multiracial Leadership Camp was highly influencial in the design and implementation of local school board camps. Seven, the MLP of the Board being studied requires modification; a number of models of multicultural leadership camps are offered as possible choices.
Education, Faculty of
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6

Provan, David C. "For a more viable university system, developing a private higher education sector in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54201.pdf.

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7

Lavergne, Charles P. "A critical analysis of the conceptual approaches to the study of the future of higher education Ontario and Canada." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5245.

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8

Malik, Alana Jayne. "Institutional Resource Allocation, Student Engagement, and Student Satisfaction at Ontario Universities." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288452556.

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9

Hastie, Louise. "Training in a highly regulated industry : an examination of a certified nuclear power operator training programme in Ontario, Canada." Thesis, University of Glasgow, 2019. http://theses.gla.ac.uk/41035/.

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An examination of the trainee experience in a competency based training programme. In a high-risk industry, having highly trained personnel is taken very seriously. This four year training programme produces highly qualified and skilled individuals and this research examined the experience of progressing through the training programme through the trainees' lens. Learnings include two consistent elements contribute to a negative trainee experience: Evaluation Methods that produced a tension between memorisation and learning and Trainer Practices that lacked student-centred, research informed methods that would likely improve the trainee success rate as well as the overall trainee experience.

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10

King, Alyson E. "The experience of the second generation of women students at Ontario universities, 1900-1930." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ41191.pdf.

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11

Walsh, Elka M. Gesink Jacek Henry J. "Policy change and higher education quality assurance: The role for policy networks, globalization and internationalization in Germany, Ontario & the UK." *McMaster only, 2007.

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12

Luke, David J. "INCREASING INCLUSION: THE PURSUIT OF RACIAL DIVERSITY IN THREE HISTORICALLY WHITE UNIVERSITIES IN KENTUCKY, MICHIGAN, AND ONTARIO FROM 2000 TO 2012." UKnowledge, 2018. https://uknowledge.uky.edu/sociology_etds/36.

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The University of Kentucky (UK) and University of Michigan (UM) present very different patterns in terms of black student enrollments and completions from 2000 to 2012 because of a structural explanation, a qualitative explanation, and a statistical explanation. Unfortunately, the patterns at the University of Western Ontario (UWO) are partial due to a lack of data. First, the structural explanation is that UK, as a university in the state of Kentucky, was under a mandate from the U.S. Department of Education to desegregate because they were in violation of Title VI of the Civil Rights Act. The Kentucky Council on Postsecondary Education (KCPE) gave specific goals related to black student enrollment and completions. Substantial progress was made from 2000-2012, primarily during the time when Lee Todd Jr. created the President’s Commission on Diversity (PCD) which implemented strategies to achieve the goals. While the same federal laws applied to UM, as a northern state they were not under the same federal scrutiny regarding desegregation. UM was taking an aggressive approach with regards to increasing black student enrollments and completions under president Lee Bollinger, and he passed the process along to Mary Sue Coleman, but UM was faced with a negative response and resistance in terms of lawsuits in 2003 and legislation in 2006 (the Michigan Civil Rights Initiative or MCRI) which banned the consideration of race for all public colleges and universities in admissions. UM is highly selective, and a legacy of social movements by black students was stronger at UM than at UK, which may have increased media scrutiny and negative reactions. Essentially, UK’s success was based on an externally monitored topdown approach with little media scrutiny. Second, archived university websites from 2000-2012 and interviews with 21 key informants at the three universities showed a difference in the way diversity initiatives were framed. The Kentucky Plan, the desegregation mandate, had concrete and explicit language in terms of requirements related to black student enrollment at UK. The implementation at UK, although sometimes using broad and general language, was accountable to the explicit requirements of the mandate and black student enrollments and completions increased during that timeframe. At UM, during the Mary Sue Coleman administration, what began as explicit policy under Lee Bollinger became more general and vague policy after the 2003 lawsuits and 2006 legislation banning affirmative action, corresponding with a decline in black student enrollments and completions. Under Coleman, some have questioned whether the legislation was truly an obstacle, or an excuse to rationalize inaction with regards to black student enrollments and completions as they declined. In Ontario the language was typically general, and race tended to be absent, with diversity often conceptualized in terms of internationalizing the student body. Third, the statistical explanation is based on the cross-sectional examination of available National Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS) data available for the universities in both states in the U.S.A. in 2000, 2003, 2006, 2009, and 2012. Before 2006, state-level politics do not explain enrollments or completions. In 2009 and 2012, a variable representing the MCRI for four-year public universities in Michigan is significant in explaining decreased black student completions, however it was not significant for enrollments. This applies not only to two universities, it applies to the four-year public institutions in both states, but it does not apply to community colleges since they are primarily open enrollment. Finally, the cross-national comparison between the U.S. and Canada does not have concrete data because UWO, like all Canadian universities from 2000-2012, did not collect student data based on race. However, interview data and the framing of policies in this study shows significant problems with racial incidents and low black student enrollments. So under the Canadian multiculturalist regime, the common neglect of collecting racial statistics suggest the possibility of a multiculturalist parallel to colorblind racism that I call racism-blind multiculturalism.

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13

Boggs, Andrew Michael. "Ontario's Royal Commission on the University of Toronto, 1905--1906: Political and historical factors that influenced the final report of the Flavelle Commission." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452936&T=F.

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14

George, Miriam M. "A study on the roles, facilitators and challenges of health educators in Toronto (Ontario)." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442150&T=F.

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15

Carlson-Thies, Stanley W., and Mary Gerritsma. "Perspective vol. 11 no. 4 (Jun 1977)." 2013. http://hdl.handle.net/10756/251324.

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16

McIntyre, Laura. "An Analysis of the Ontario Health and Physical Education – Through the Eyes of Toronto Youth." Thesis, 2012. http://hdl.handle.net/1807/33665.

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This study examines discourse on youth health embedded in the current Ontario Health and Physical Education curriculum in an attempt to unveil any discrepancies between students’ beliefs regarding physical activity and body image and the curriculum they receive in physical education classes. This study will explore how students who participate in this curriculum narrate and experience their bodies to explore any contradictory or complimentary relationships that exist between the curriculum and the students it serves. Recent academic work in the area of health and physical activity has placed undue emphasis on obesity and on an individuating view of the inactive, unhealthy individual to be remediated by a corrective physical education program. This is not only damaging to the self-esteem of youth, but unrealistic as a program aligned with middle-class access to resources associated with ‘active living’ in the ways advocated for by proponents of this version of health promotion.

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17

Fine-Meyer, Rose. "Including Women: The Establishment and Integration of Canadian Women’s History into Toronto Ontario Classrooms 1968-1993." Thesis, 2012. http://hdl.handle.net/1807/33997.

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Social movement activism throughout the 1960s and 1970s provided space for feminist concerns in a variety of arenas. Women's movement activism and women's scholarship in history challenged the ways in which women’s experiences had been marginalized or omitted in school history programs and curricula. Women's organizations developed and broadened networks, created and published resources, and lobbied governments and institutions. Their widespread activism spilled into a range of educational circles and influenced history teachers in altering curricula to include women in course materials. Advocating for women, on a curricular or professional development level, however, was complicated because of entrenched neo-liberal systems in place within education institutions. Although the Ontario Ministry of Education and the Toronto Board of Education demonstrated clear support for a wide range of gender equity-based initiatives, they committed to implementing a 'piecemeal' approach to curricular change. The fundamental work to include women in history curricula relied heavily on grassroots networks that allowed for women’s experiences to leak into classrooms, and were responsible for bringing women’s voices into the history curricula. This study explores the initiatives of the Toronto Board of Education from 1968-1993, with particular analysis of women’s committees, teacher/librarians in resource centers, Affirmative Action representatives, individual teachers and administrators. Within the broader public sphere, the contributions of concerned parents, activists, small independent publishers, educational reformers, political leaders and women’s history organizations lent their voices to ideas about how the inclusion of women in history curricula should take shape in Toronto schools. Ministry gender equity policies and history course guidelines provided incremental and therefore politically safe responses to educational change. The Toronto Board's "add-on" approach to including women in course examinations avoided instituting major "top-down'" curricular change, which kept the integration of women’s history within classrooms on the periphery of most course work. The substantive grassroots activism and the commitment of women’s organizations and individual teachers, however, allowed women’s history to flourish within individual classrooms in Toronto and demonstrates the ways in which "bottom-up" initiatives can be a powerful force in curricular change.

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18

Greenleaf, Emily. "The Toronto Scheme: The Undergraduate Curriculum in the Faculty of Arts & Science at the University of Toronto, 1945-2000." Thesis, 2010. http://hdl.handle.net/1807/26418.

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Over the course of the second half of the twentieth century, undergraduate degree requirements in the Faculty of Arts (later the Faculty of Arts & Science) at the University of Toronto were comprehensively reviewed and revised seven times. The records of these reviews demonstrate that the curricular changes of the second half of the twentieth century were substantial, reflecting attempts by curricular planners to shape the undergraduate program of study to accommodate broader social, economic, demographic, and epistemological changes. These changes therefore reflect the connections between the University and its local, provincial, and international communities. These substantial changes, however, are balanced by consistent and recurrent patterns in curriculum across this period as curricular planners sought ways to implement sustained curricular goals into a changed institutional environment and a changed curricular framework. Collectively, these reviews demonstrate that the U of T maintained a distinct approach to undergraduate education from the beginning of this period through the end. This approach, referred to here as the “Toronto Scheme,” is characterized by the belief that specialized study can lead to liberal education, and that students should have access to multiple pathways through the degree. This analysis of degree requirements over time has important implications for understanding higher education at the University of Toronto, in Canada, and internationally. Most importantly, this research helps to explain both the strong similarities and significant differences between American curricular structures and those in place at the U of T. Additionally, this study of curriculum provides valuable insight into the role of the U of T’s colleges in undergraduate instruction, further illuminating the effect of this relatively unique institutional structure on the history of the U of T. On a broader scale, the relationship indicated by this history of the curriculum between the U of T and other institutions in Ontario and Canada deepens our understanding of the nature of a Canadian system of or approach to higher education (or lack thereof). As such, the Toronto Scheme informs – and sometimes challenges – many of the assumptions currently made about Ontario, Canadian, and North American higher education.

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19

Constantinou, Peter P. "Government Relations in the Post-secondary Education Sector in Ontario." Thesis, 2010. http://hdl.handle.net/1807/24727.

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There has been little research on the government relations function within the post-secondary education sector in Ontario. This study explores this topic by reviewing the literature and collecting data from key informants in the college, university and government sector, and those who can speak about the sector associations. The study describes how the leaders of colleges and universities in Ontario perceive and conduct government relations, both as individual institutions and as a sector, and analyzes trends and potential implications. The study utilizes a pluralist model of interest group behaviour and applied the hollow-core theory to the policy community and the findings provide compelling evidence that this theory is a useful theoretical framework for understanding the nature of this policy community. This study also provides valuable insight into the hollow-core theory of pluralism. The leadership of individual colleges and universities shares a similar understanding of government relations and engage a similar approach. Individual colleges and universities work independently to lobby for capital funding and work together through their respective associations to lobby for system-wide funding and reforms. Although the presidents of individual institutions continue to lead the government relations function, the trend in the post-secondary education sector in Ontario is to invest additional resources and time in these activities. This study is the first of its kind in Ontario and makes an important contribution to our understanding of the way leaders in the post-secondary education sector in Ontario perceive and conduct government relations. Implications of the findings are considered and recommendations are made for further research.

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20

Matrim, Jair. "The Distinction between Morals and Ethics: Discourses of Sex that Reciprocate with Students’ Learning Needs within the Toronto District School Board and other Secular School Boards of Ontario." Thesis, 2012. http://hdl.handle.net/1807/33663.

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By analyzing surveys, census data, policies and curriculum, it is demonstrated that the Toronto District School Board’s policies for equitable, anti-heterosexist, and anti-homophobic curriculum become stymied by how students and sex are routinely treated as subjects of moral control in curriculum. According to Gilles Deleuze's (1988) interpretation of Baruch Spinoza's (1632-1677) philosophical works, the distinction between morals and ethics is also the difference between slavery and freedom. Together with theoretical perspectives of sex and sexuality from Michel Foucault, Judith Butler and Gayle Rubin, the distinction between morals and ethics works to specify how particular discourses of sex can work to enslave or to empower students. Comprehension and circulation of the distinction between morals and ethics is proposed to increase the potential for curriculum to reciprocate with students’ individual learning needs, support the free and autonomous organization of desire, and promote the possibility of a democratic, inclusive, pluralistic, and secular society.

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21

Aslam, Mariam. "Muslim Pakistani-Canadian Women's Experiences in Canadian Higher Education: A Case Study at One Ontario University Campus." Thesis, 2011. http://hdl.handle.net/1807/30073.

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Seven women that identify as Muslim, Pakistani and Canadian in varying capacities participated in this qualitative research to discuss how their cultural and/or religious norms shaped their educational and career aspirations and overall decision-making. Areas of discussion included identity formation, understandings of culture and religion, familial influences on educational and career pursuits and overall experiences and interactions with faculty, peers and student service providers. This research brings together Chickering and Reisser’s (1993) Theory of Identity Development and feminist critical understandings of intersectionality (Collins, 1990; Knudson, 2005) and Orientalism (Said, 1978) in order to theoretically frame the students’ experiences. The research constitutes a major contribution from the Canadian perspective in terms of theory development as well as practical implications for faculty and campus services to ensure that students experience a learning environment that is supportive and inclusive.

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22

Henry, Richard Rory. ""Same under different skies": a comparative social and cultural history of the universities of Toronto and Sydney,1887-1914'." Phd thesis, 1997. http://hdl.handle.net/1885/145752.

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23

Joyce, Katherine Anne. "A Safety Valve to Modern Living: Antimodernism, Citizenship, Leisure, and the Environment in Toronto's Outdoor Education Centres, 1953-1997." Thesis, 2012. http://hdl.handle.net/1807/33656.

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In 1960 the Toronto Board of Education opened its first residential outdoor education centre, the Toronto Island Natural Science School, which signaled the beginning of an outdoor education movement in the city. By the mid-1980s the school boards and conservation authorities of Metropolitan Toronto had opened 12 residential outdoor education centres to serve Toronto public school students. This thesis seeks to explain why these programs were developed at this time and in this place. It finds that these programs fit into a broader ‘modernizing antimodernism’ paradigm which shaped many similar formal and informal educational programs in the twentieth century, and argues that democratic citizenship education was the major factor that was used to justify and shape them. This democratic citizenship education had three main components: education for democratic living, education for productive use of leisure time, and education for the environment, each of which is explored in depth.

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"Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.51638.

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abstract: During the 2017-2018 academic year, I worked as Program Manager for a government-funded post-secondary organization in Ontario, Canada. A core part of my professional role was creating awareness and increasing the use of open educational resources (OER) in partnership with Ontario educators. I conducted this work with the support of colleagues and OER advocates at public colleges and universities. Collectively, we focused on the use of OER as an opportunity to: (a) reduce the cost of post-secondary resources, (b) diversify the types of resources used in teaching and learning, and (c) explore opportunities to create assessments and activities that empowered learners as co-creators of knowledge. Alongside my professional role during this year, I engaged in a mixed-methods action research study using change management strategies and Ajzen’s (1991) Theory of Planned Behavior. The purpose of the study was to determine the usefulness of an awareness and support strategy designed to increase the use of OER among post-secondary educators in Ontario. For many of the participants in the study (n = 38), OER were new elements in their teaching practice. I engaged in focused and meaningful dialogue with them as part of professional development sessions in order to fully explore their perspectives about use of OER. I chose two facilitation designs as the action of my action research. The first was a pair of face-to-face workshops, and the second was an open online course commonly called a MOOC (massive open online course). These were the interventions (and innovations) for the study. From the perspective of the participants, the awareness and support strategies were determined to be useful for increasing their use of OER.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2018

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Thomas-Long, Roslyn. "The politics of exclusion : an examination of graduate student funding experience in Ontario /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510546&T=F.

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Kelly, ALICIA. "CONCEPTUALIZING SUCCESS: ASPIRATIONS OF FOUR YOUNG BLACK GUYANESE IMMIGRANT WOMEN FOR HIGHER EDUCATION." Thesis, 2009. http://hdl.handle.net/1974/1822.

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During the past four decades researchers note that educational institutions fail to “connect” with minority students (e.g. Clark, 1983; Coelho, 1998; Dei, 1994; Duffy, 2003; Ogbu, 1978, 1991). Carr and Klassen (1996) define this lack of “connection” primarily as teachers’ disregard for each student’s culture as it relates to race, and thus, his or her achievement potential. Hence, this disregard encourages minority students to question their ability to be successful. Dei (1994), furthermore, shows a tremendous disconnectedness from schools and education systems being felt by Black students. Few studies give voice to specific groups of Black female high school graduates who opt out of pursuing higher education. I interviewed four Black Guyanese immigrant women to: (a) investigate their reasons and expectations when immigrating to Canada, (b) identify what influenced their decision not to pursue postsecondary education, (c) explore their definitions of success, and (d) investigate how/if their notions of success relate to obtaining postsecondary education in Canada. Critical Race Theory (CRT) was employed in this study to: (a) provide a better understanding of the participants’ classroom dynamics governed by relationships with their teachers, guidance counsellors and school administrators, (b) examine educational outcomes governed by personal and educational relationships and experiences, and (c) provide conceptual tools in the investigation of colour-blindness (Parker & Roberts, 2005) that is disguised in Canadian education, immigration, and other government policies. To support my investigation, I used CRT to guide the research design, modes of documentation, and the process of analysis. It is hoped that my findings and analysis enriches the academy and society by communicating why there is a scarcity of Black Guyanese immigrant women in Canadian postsecondary institutions, making recommendations, to increase their participation in higher education. This study communicates the experiences of four Black Guyanese immigrant women in Canada. It does not intend to make generalizations about the experiences of all Black Guyanese immigrant women in Canada.
Thesis (Master, Education) -- Queen's University, 2009-04-27 11:29:04.43

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Callahan, Maureen Elizabeth. "Achieving government, community and institutional goals through the measurement of performance : accountability and performance indicators in Ontario colleges and universities /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442505&T=F.

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Santos, Paul Macedo. "From multicultural to intercultural - urban to rural higher education institution setting in Southern and central Ontario (Canada) for international students." Master's thesis, 2021. http://hdl.handle.net/10362/123964.

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The present research is an integral and final part of my Master’s degree in Didactics of English Language Teaching. The focus of this study was to see the intercultural competence of ESL instructors teaching at public post-secondary institutions in the metropolitan area of Toronto (Canada), and outside of the metropolitan area within a 75km – 200km radius. A qualitative and quantitative data collection was performed by methods of a questionnaire. This was delivered to a total of 50 ESL instructors, 25 in each area: urban and rural. The questionnaire was divided into 3 sections: educational background, international travel experience, teaching background/ experience. The study demonstrated that the instructors from the urban area had a higher intercultural awareness level in comparison with their colleagues from the rural surrounding area. Instructors from the urban area had more exposure to an international environment, or had taken educational programs overseas. Their counterparts had less international exposure, and predominately majority with domestic education only. Conclusion was reached that in part this intercultural difference was also due to a lower intercultural awareness preparation or onboarding by the institutions and/or the lack of intercultural competence curriculum in teacher training programs.

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29

White, Claudette R. "Jumping the hurdles : the multiliteracies and academic success of Black boys from the inner city /." 2005.

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Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 192-211). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11922

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VanderVennen, Robert E., Evelyn Kuntz Hielema, Bernard Zylstra, and George Vandervelde. "Perspective vol. 14 no. 3 (Jun 1980)." 2013. http://hdl.handle.net/10756/251304.

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Ellis, Gary William. "Inter-institutional collaboration in Ontario higher education : a case study of the diploma-degree Justice Studies program at the University of Guelph-Humber." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232653&T=F.

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Mou, Mandy. "A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario." 2015. http://hdl.handle.net/1993/30744.

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Although higher education typically strengthens people with disabilities' chances to be in a competitive job market as a viable leverage to break away from poverty (Council of Canadians with Disabilities, 2014), the contemporary marketization of higher education within the era of neoliberalism has made degrees and diplomas increasingly unaffordable. The federal government responded to this predicament by increasing the Canada Social Transfer (CST) to offer up-front targeted funding to students with disabilities in 2008 (Kirby, 2011). However, virtually no literature has acknowledged whether financial grants meaningfully provide student with disabilities with an equitable opportunity to engage in post-secondary education (PSE). Using a critical discourse analysis (CDA) on government online materials that address federal and provincial disability grants for post-secondary students with disabilities in Alberta and Ontario, this thesis reveals how the neoliberal rhetoric of personal responsibility colonizes government disability grants and leaves students with "more responsibility" and "less control" over their finances in an already disabling world.
October 2015

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Hollingsworth, Marcia, Bernard Zylstra, and Albert M. Wolters. "Perspective vol. 14 no. 4 (Aug 1980)." 2013. http://hdl.handle.net/10756/251303.

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Seerveld, Calvin, Bernard Zylstra, Hendrik Hart, and Roseanne Lopers Sweetman. "Perspective vol. 14 no. 6 (Dec 1980)." 2013. http://hdl.handle.net/10756/251301.

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Paradis, Emily Katherine. "A Little Room of Hope: Feminist Participatory Action Research with "Homeless" Women." Thesis, 2009. http://hdl.handle.net/1807/19158.

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In April 2005, a group of women gathered for a human rights workshop at a Toronto drop-in centre for women experiencing homelessness, poverty, and isolation. One year later, the group sent a representative to address the United Nations Committee on Economic, Social and Cultural Rights. This dissertation describes and analyzes the feminist participatory action research-intervention project that began with the workshop and led to the United Nations. Over the course of 15 months, more than 50 participants attended weekly meetings at the drop-in. They learned about social and economic rights, testified about their experiences of human rights violations, and planned and undertook actions to respond to and resist homelessness. This thesis draws upon observations of meetings, documents produced by the group, and interviews with thirteen of the participants, in order to examine the project from a number of angles. First, the project suggests a new understanding of women’s homelessness: testimonies and interviews reveal that homelessness is not only a material state, but more importantly a social process of disenfranchisement enacted through relations of harm, threat, control, surveillance, precarity and dehumanization. Understanding homelessness as a social process enables an analysis of its operations within and for a dominant social and economic order structured by colonization and neoliberal globalization. Secondly, the thesis takes up participants’ assessments of the project’s political effectiveness and its impacts on their well-being and empowerment, and reads these against the researcher’s experiences with the project, in order to explore how feminist participatory methodologies can contribute to resistance. Finally, the thesis concludes with recommendations for theory, research, service provision, and human rights advocacy on women’s homelessness.

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Charles, Anne Caroline. "Policy Windows and Changing Arrangements: An Analysis of the Policy Process Leading to the Colleges of Applied Arts and Technology Act, 2002." Thesis, 2011. http://hdl.handle.net/1807/29681.

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This case study focuses on Ontario higher education policy and the Colleges of Applied Arts and Technology (CAATs). A sequence of policy shifts occurred during the last decade of the twentieth century and the early years of the new millennium. By 2002, the Government of Ontario had reviewed its position with regard to baccalaureate degree credentials being the exclusive domain of publicly supported universities. Governance arrangements for the CAATs had also changed. The new policy framework was set with two pieces of legislation, the Postsecondary Education Choice and Excellence Act, 2000, and the Ontario Colleges of Applied Arts and Technology Act, 2002. The purpose of this case study is to explain why these policy changes occurred. To facilitate inquiry, John W. Kingdon’s Multiple Streams Model was used as a platform and lens to guide data collection and organize the findings. For Kingdon, policy is the outcome of a complex pre-decision process that requires the ‘coupling’ of the problem, policy, and political streams at the time of an open policy window. A qualitative approach was adopted, and primary and secondary documents covering the period 1990 to 2002 were collected. In addition, in-depth semi-structured interviews were conducted with key policy actors and policy entrepreneurs. The study found evidence to support the Multiple Streams Model's contention of streams of processes. However, with respect to this study, two types of policy problems were found flowing in the problem stream: macro-structural policy problems shaped conditions and the scope of options available with respect to policy goals and policy solutions; and micro-specific policy problems were localized, actor identified, constructed, and linked to specific interests. The study also found that historical institutional structures, and intermediate institutions, had a significant impact on policy development. The policy changes occurred as the result of two open policy windows, and in both instances, policy entrepreneurs were able to couple the policy streams to effect change. In view of the findings, a Structured Dynamics Model of Policy Development is offered as an explanation of the policy changes and for consideration in future inquiry.

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Fernhout, harry, Ruthanne Crapo, and Ansley M. Tucker. "Perspective vol. 37 no. 3 (Sep 2003)." 2013. http://hdl.handle.net/10756/251183.

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Fernhout, Harry, Ruthanne Crapo, and Ansley M. Tucker. "Perspective vol. 37 no. 3 (Sep 2003)." 2003. http://hdl.handle.net/10756/277672.

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Sweetman, Roseanne Lopers, Henriette Thompson, Bernard Zylstra, and Robert E. VanderVennen. "Perspective vol. 15 no. 1 (Feb 1981)." 2013. http://hdl.handle.net/10756/251300.

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Sturman, Susan Michele. "'Women in Computing' as Problematic: Gender, Ethics and Identity in University Computer Science Education." Thesis, 2009. http://hdl.handle.net/1807/18333.

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My study is focused on women in graduate Computer Science programs at two universities in Ontario, Canada. My research problem emerges from earlier feminist research addressing the low numbers of women in university Computer Science programs, particularly at the graduate level. After over twenty years of active feminist representation of this problem, mostly through large survey-based studies, there has been little change. I argue that rather than continuing to focus on the rising and falling numbers of women studying Computer Science, it is critical to analyze the specific socio-economic and socio-cultural conditions which produce gendered and racialized exclusion in the field. Informed by Institutional Ethnography – a method of inquiry developed by Dorothy Smith – and by Foucault’s work on governmentality, I examine how specific institutional processes shape the everyday lives of women students. Through on-site observation and interviews with women in graduate Computer Science studies, Computer Science professors and university administrators, I investigate how the participants’ everyday institutional work is coordinated through external textual practices such as evaluation, reporting and accounting. I argue that the university’s institutional practices produce ‘women in computing’ as a ‘problem’ group in ways that re-inscribe women’s outsider status in the field. At the same time, I show that professionalized feminist educational projects may contradict their progressive and inclusive intentions, contributing to the ‘institutional capture’ (Smith) of women as an administrative ‘problem’. Through ethnographic research that follows women students through a range of experiences, I demonstrate how they variously endorse, subvert and exploit the contradictory subject positions produced for them. I illustrate how a North American-based institutional feminist representation of ‘women in computing’ ignores the everyday experiences of ethnoculturally diverse female student participants in graduate Computer Science studies. I argue that rather than accepting the organization of universal characteristics which reproduce conditions of exclusion, North American feminist scholars need to consider the specificity of social relations and forms of knowledge transnationally. Finally, I revisit how women in the study engage with ‘women in computing’ discourse through their lived experiences. I suggest the need for ongoing analysis of the gender effects and changing socio-cultural conditions of new technologies.

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Sweetman, Robert, Harry Fernhout, Carol Veldman Rudie, Jonathan Chaplin, and Maria Teresa Carrero Alcentera. "Perspective vol. 39 no. 3 (Jul 2005)." 2013. http://hdl.handle.net/10756/251174.

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Sweetman, Robert, Harry Fernhout, Carol Veldman Rudie, Jonathan Chaplin, and Maria Teresa Carrero Alcentera. "Perspective vol. 39 no. 3 (Jul 2005)." 2005. http://hdl.handle.net/10756/277523.

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Malcolm, Tom, Plaats Nancy Vander, and Robert E. VanderVennen. "Perspective vol. 9 no. 2 (Apr 1975)." 2013. http://hdl.handle.net/10756/251204.

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Dziedzic, Allyson. "Perspective vol. 38 no. 2 (Jun 2004)." 2013. http://hdl.handle.net/10756/251180.

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Dziedzic, Allyson Ann. "Perspective vol. 38 no. 2 (Jun 2004)." 2004. http://hdl.handle.net/10756/277529.

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Fernhout, Harry. "Perspective vol. 39 no. 1 (Jan 2005)." 2013. http://hdl.handle.net/10756/251176.

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Fernhout, Harry. "Perspective vol. 39 no. 1 (Jan 2005)." 2005. http://hdl.handle.net/10756/277525.

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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.

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Sweetman, Roseanne Lopers, Ginkel Aileen Van, Kathy Vanderkloet, and Robert E. VanderVennen. "Perspective vol. 16 no. 4 (Aug 1982)." 2013. http://hdl.handle.net/10756/251290.

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Cuthill, Chris, Natasha Vandenberg, and Harry Fernhout. "Perspective vol. 37 no. 2 (Jun 2003)." 2013. http://hdl.handle.net/10756/251184.

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