535 research outputs found

    Newfoundland and Labrador’s Vital Signs: Portrait of a Foundation-University Partnership

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    Vital Signs, a national program of Community Foundations of Canada, produces annual reports of the same name that examine the quality of life using statistics on fundamental social issues. With these reports, community foundations are able to present a comprehensive and balanced picture of well-being in their communities. The Vital Signs report for Newfoundland and Labrador is produced in partnership between the Community Foundation of Newfoundland and Labrador and the Leslie Harris Centre of Regional Policy and Development, a university research unit with expertise in both promoting community-based research and making academic information accessible to the general public. This article examines the origins of this collaboration and the lessons that have been learned from it, and discusses how the report addresses a need for community knowledge in Newfoundland and Labrador

    Outport “Girls in Service”: Newfoundland in the 1920s and 1930s

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    Interviews with former domestic servants as well as published memoirs provide a glimpse into the backgrounds, work lives, and migration patterns of young Newfoundland women who worked in service in St. John’s and smaller communities during the 1920s and 1930s. Migration from outport communities into domestic service work was a common experience for young women with few other options. “Girls in service” found positions not only in the homes of the wealthy but also in middle class and some skilled working class households. Domestics reported a sense of “difference” from their employers and engaged in a variety of strategies to resist exploitation.À partir d’entrevues rĂ©alisĂ©es auprĂšs d’anciennes employĂ©es domestiques ainsi que de mĂ©moires publiĂ©s, cet article donne une idĂ©e des origines, de la vie active et des caractĂ©ristiques de migration de jeunes Terre-Neuviennes qui furent en service Ă  St. John’s et dans de plus petites localitĂ©s pendant les annĂ©es 1920 et 1930. Chez les jeunes femmes de petits villages isolĂ©s, qui avaient peu d’autres options, c’était une expĂ©rience courante de devoir migrer pour s’engager comme domestiques. Les « filles engagĂ©es » trouvaient du travail non seulement dans les maisons des bien nantis, mais aussi dans des maisons de classe moyenne ou chez des travailleurs spĂ©cialisĂ©s. Les domestiques rapportĂšrent que leur employeur leur faisait sentir une «  diffĂ©rence  » entre eux et s’engagĂšrent dans diverses stratĂ©gies pour rĂ©sister Ă  l’exploitation

    Atlantic Advocate, vol. 51, no. 04 (December 1960)

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    Range: vol. 47, no. 1 (September 1956) - vol. 82, no. 5 (January 1992) only.Running from September 1952 to January 1992, the Atlantic Advocate published news and other material about Atlantic Canada. By the end of the 1950s it had absorbed both the Atlantic Guardian and the Maritime Advocate and Busy East. (Christine M. Brown, "Atlantic Advocate," Encyclopedia of Newfoundland and Labrador, vol. 1, p. 86.

    Intertwined: the leadership development of A. Job Halfyard - One educator's social history narrative account of educational and community leadership development in rural Newfoundland (1949-1987)

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    What do Raymond Williams, Paulo Freire, Philip Warren, Herb Kitchen, and my research subject, A. Job Halfyard, have in common? They were male children of the Great Depression born in the 1920s and early 1930s. They lived through some of the most traumatic events of the first half of the 20th century at a most vulnerable stage of their lives. As adolescents, they had the opportunity to attend universities, a privilege once only awarded to the elite. They studied Marxist thought. They came to understand that politics is power, that intellectual knowledge—education—provided possibilities for new directions in life. They had reached a ‘turning point.’ They became socialist in their philosophy, values, and viewpoints. They listened, debated, and expressed opinions. They learned to become ‘actors’ and ‘change agents’ in a traditional institutional system that shaped their lives, their culture. They joined modern organizations. They became part of movements in their quest for a more just, equitable, and humane society. They encouraged experimentation and new ways of looking at the world. They became leaders who mentored and taught others. But Halfyard lived his goals and vision in one small corner of the province of Newfoundland and Labrador (NL) as an ordinary, obscure, and unsung foot soldier who had the ‘call to serve’ reflective of so many others of his generation. Through this case study of A. Job Halfyard, who taught in rural ‘outport’ Newfoundland for nearly 35 years from 1949 to 1987, I also explore factors that may have contributed to the leadership development of other educators in rural NL. During these post-Confederation years, the role of education was to prepare young people to take their place in a rapidly changing, increasingly industrialized, and more urban-centred society (Atlantic Development Board, 1969, p. vii). Using social history narrative and drawing from aspects of oral history, life histories, autoethnography, and visual auto/biography narrative inquiry methods, I examine the emergence of educational and community leadership identities—how and why so many teachers of that generation became leaders in outlying rural areas of the province (Giddens, 1991; p. 126; Sugrue, 2005, p. 10). My aim is to record and chart the institutional, community, personal factors and conditions that influenced the leadership development of teachers like Halfyard. My ultimate goal is to document some of those significant contributing influences to better understand the role of educators in post-Confederation Newfoundland. This study also provides insight into the alternative practices and policies envisioned within the educational landscape from 1949 to 1987. It was a time when the ‘welfare state’ ideology reigned supreme, a time when the social and economic well-being of all citizens was a paramount focus of governments. During this time, more professionally trained teachers were being groomed to assume rural leadership roles traditionally held by merchant families and church officials. They were given autonomy and inspired to adopt practices to meet the specific needs of the students and families in the rural places where they taught. This decentralized place-based educational approach would change with the introduction of the neo-liberal economic model of the late 1980s and the massive out-migration of rural populations to urban centres. Yet, their lessons and their approaches have currency today as rural communities struggle to sustain themselves in light of ongoing economic development pressures

    Educational change : the case of Newfoundland

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    Text in English, abstract in English and AfrikaansDramatic changes in Newfoundland's environment and global developments during the past decade, significantly influenced growing demands for restructuring the education system of Newfoundland. Responding to these demands, Newfoundland educators succeeded in creating a single unified non-denominational education system which became fully operational at the beginning of the 1998/99 school year. This achievement has been hailed by the majority of Newfoundlanders as a monumental landmark in the provinces' lengthy experience with denominational education. As well, it is viewed as pivotal in achieving educational excellence and ensuring that children receive a relevant education that will prepare them for the demands of the next century. The former education system (which consisted of four separate denominational school systems operated jointly by the church and the state) had become too cumbersome and inefficient, thus adversely affecting the quality of education. This thesis looks in particular at the contextual realities and perspectives that influenced the demands for changing the system. Such factors as the declining school population, economic conditions, technological developments, as well as legal and political issues have distinctly changed the Newfoundland society during the past number of years, hence the necessity to restructure the education system. The thesis furthermore discusses the proposed government model for restructuring the system and highlights the proposals for improving education. It also focuses briefly on the minority rights issue in Canada, as this has bearing on the legal rights of the church to educate in Newfoundland and its current role within the new structure. An evaluation of Newfoundland's educational reform initiatives (which includes the views of key educators in Newfoundland on these issues), deals with some of the problem areas which currently exist within the new system. However, the focus centres mainly on the obvious improvements in such areas as management, organization, parent involvement, curriculum development, educational achievement and accountability. The impact of these reforms on the social, educational and political dimensions of the Newfoundland society will only become evident in time, yet they hold the promise of having a lasting impact on educational achievement. The remarkable feature of the whole reform process is, that it was achieved from within.Die ingrypende veranderings wat die Newfoundlandse gemeenskap oor die afgelope dekade ondergaan het, tesame met ontwikkelings op wereldvlak, het aanleiding gegee tot toenemende eise om die onderwysstelsel van Newfoundland te herstruktureer. Gevolglik onderneem die Newfoundlandse regering 'n omvattende herondersoek van die onderwys wat lei tot die vorming van 'n enkele, openbare, ge'integreerde onderwysstelsel wat aan die begin van die skooljaar 1998/99 in werking tree. Hierdie prestasie word as 'n besondere keerpunt in die onderwys deur Newfoundlanders beskou, aangesien die behoud en vooruitgang van die Newfoundlandse gemeenskap en onderwys daardeur verseker word. Voorheen het die onderwysstelsel uit vier afsonderlike kerkskoolstelsels bestaan wat gesamentlik deur die staat en kerk op alle vlakke beheer en bestuur is. Hierdie eiesoortige struktuur het die onderwys al hoe meer belemmer en opvoedkundiges genoodsaak om dit te hersien. Hierdie studie kyk eerstens na die vergestaltende faktore en lewensbeskouings wat die onderwys in Newfoundland ten diepste raak. Faktore soos dalende geboortegetalle, ekonomiese toestande, tegnologiese en staatkundige ontwikkelings dra veral by tot die veranderde leefwereld van die Newfoundlander en noop die regering om die onderwysstelsel daarby aan te pas en 'n onderwysmodel vir die toekoms te ontwerp. Hierdie onderwysmodel wat alle komponente asook die struktuur van die onderwysstelsel aanraak, word vervolgens ontleed. Aandag word ook gewy aan die kwessie van minderheidsregte in Kanada, omdat dit die kerk se reg om onderwys in Newfoundland te bedryf, raak. Laastens word die onderwyshervormings vanuit sekere perspektiewe in oenskou geneem en die standpunte van sommige Newfoundlandse opvoedkundiges word gestel. In die slotbeskouing word ook enkele probleme ge'identifiseer. Die bespreking word egter hoofsaaklik gewy aan aspekte van die onderwys wat alreeds verbetering toon soos onder andere onderwysbeheer en onderwysorganisasie, ouerbetrokkenheid, curriculumontwikkeling en onderwyskundige ontwikkeling. Die toekoms sal bepaal hoe hierdie omvangryke en omvattende onderwysveranderings die sosio-kulturele dimensies van die Newfoundlandse gemeenskap sal be'invloed, terwyl dit die belofte inhou om 'n dinamiese verbetering te bewerkstellig.Educational StudiesD. Ed. (Comparative Education

    Public participation best practices in environmental decision-making in Newfoundland and Labrador - analyzing the forestry management planning process

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    Public participation may improve the quality of environmental management decisions, however, the quality of such decisions depend on the quality of the participatory process. This research examines elements seen as essential for successful public participation in Newfoundland and Labrador. It also seeks to determine whether the 2014-2024 Provincial Sustainable Forest Management Strategy (PSFMS) consultation process met the best practices criteria emerging from the literature. The research used an exploratory case study strategy to consider the specified process, with data collection methods including formal semi-structured interviews and document analysis. The findings of this research revealed that although not all of the eight best practices outlined by Reed were present in the case analyzed, they are applicable guidelines for future forest management participation processes in Newfoundland and Labrador. Two additional best practices were also identified as important for successful public engagement in the province
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