Decolonizing the contact hypothesis: A critical interpretation of settler youths’ experiences of immersion in Indigenous communities in Canada

This case study explores non-Indigenous youths’ experiences of cultural immersion in Indigenous communities in Canada. This research acknowledges and situates itself in the socio-political context of Aboriginal-Settler relations, drawing upon historical and recent impediments to these relations, with an emphasis on continued colonial injustices to Indigenous communities. As such, a critical post-colonial emancipatory paradigm is adopted in understanding the theoretical framework of the contact hypothesis. In this study, two groups of youth composed of undergraduate university students participated in a series of focus groups and interviews, while keeping journals about their experiences in an Indigenous community-immersion program. Participants’ experiences of immersion benefitted their relationship to Indigenous community through the personal connections they formed with the community and the heightened awareness they developed related to diversity among Indigenous communities and the challenges facing their hosts. Findings suggest potential areas of social intervention that could ameliorate relations and foster intercultural understanding, while also highlighting critical considerations for intercontact theory. Furthermore, it is proposed that the contact hypothesis can, ironically enough, be used to decolonize Canadian youth

Expectations and Experiences of Substitute Teachers

This article explores the expectations of support for and the experiences of substitute teachers in an urban school division in Saskatchewan. Data were collected in semistructured interviews with seven substitute teachers. The purpose of the study was to explore how substitute teachers frame their professional experiences and construct their roles in complex institutional contexts. The findings indicate that although participants view some of their work as highly positive, there are significant observable tensions in their professional lives. Work satisfactions and dissatisfactions of substitute teachers are discussed. Overall, results indicate a number of issues: substitute teachers are an integral part of the education system; professional teacher associations, although theoretically acknowledging the professional membership of substitute teachers, do not include them in professional activities; school divisions are ultimately responsible for the work of substitute teachers; and the future seems bleak for those who believe they have been condemned to the substitute list.Cet article évoque les expériences d’enseignants suppléants et leurs attentes quant à l’appui dans un district scolaire urbain en Saskatchewan. La cueillette de données s’est effectuée par des entrevues semi-structurées auprès de sept enseignants suppléants. L’objectif de l’étude était de découvrir la façon dont les enseignants suppléants interprètent leurs expériences professionnelles et construisent leurs rôles au sein de contextes institutionnels complexes. Les résultats indiquent que même si les participants perçoivent de façon très positive certains éléments de leur travail, leur vie professionnelle comporte des tensions significatives. De façon générale, les enjeux suivants ressortent des résultat : les enseignants suppléants font partie intégrante du système éducatif; quoique les associations professionnelles d’enseignants reconnaissent, en théorie, l’affiliation professionnelle des enseignants suppléants, elles ne les intègrent pas dans les activités professionnelles; les divisions scolaires sont responsables en dernier ressort du travail des enseignants suppléants; l’avenir ne s’annonce pas très prometteur pour ceux qui croient avoir été relégués à la liste des enseignants suppléants

Hubungan Keadaan Rumah Sehat Dengan Angka Kejadian Balita Bawah Garis Merah (Bgm) Di Wilayah Kerja Puskesmas Harapan Baru

Tujuan studi: Penelitian ini bertujuan untuk melihat apakah ada hubungan antara keadaan rumah sehat dengan angka kejadian balita bawah garis merah diwilayah kerja Puskesmas Harapan Baru Kota Samarinda. Metodologi: Metode penelitian ini dengan metode kuantitatif dengan cross sectional. Sampel dalam penelitian ini berjumlah 56 responden dipilih dengan consecutive sampling. Analisa dengan menggunakan Chi-Square  Hasil: Terdapat hubungan antara keadaan rumah sehat  dengan angka kejadian balita bawah garis merah diwilayah kerja Puskesmas Harapan Baru Kota Samarinda, dikarenakan kondisi rumah dan perilaku penghuni rumah berpengaruh terhadap kesehatan balita.. Manfaat: sebagai acuan bagi peneliti selanjutnya dan juga untuk mengetahui gambaran kondisi rumah balita bawah garis merah (BGM)

From Passive Recipient to Community Advocate: Reflections on Peer-Based Resettlement Programs for Arabic-Speaking Refugees in Canada

The current study explores the impacts of peer support programs on recently resettled refugees to Canada. This research uses qualitative data that was collected from service users as part of a broader formative evaluation of a regional mental health initiative; the Promise of Partnership. This initiative arose from a need to proactively address the resettlement issues experienced by refugees in the Region of Waterloo. The analysis focusses specifically on the impacts to refugees involved in Arabic-speaking peer support groups as understood through the theoretical framework of the ecological model. Findings from the analysis locate key benefits to participants across the interpersonal, organizational, and community levels of the model, revealing the interwoven and impactful nature of peer support amongst participants and their broader community. Given the unprecedented influx of Syrian refugees to Canada, we argue for the continued implementation of peer support groups as a source of mental wellness promotion, empowerment, and a broadened sense of community

From Passive Recipient to Community Advocate: Reflections on Peer-Based Resettlement Programs for Arabic-Speaking Refugees in Canada

The current study explores the impacts of peer support programs on recently resettled refugees to Canada. This research uses qualitative data that was collected from service users as part of a broader formative evaluation of a regional mental health initiative; the Promise of Partnership. This initiative arose from a need to proactively address the resettlement issues experienced by refugees in the Region of Waterloo. The analysis focusses specifically on the impacts to refugees involved in Arabic-speaking peer support groups as understood through the theoretical framework of the ecological model. Findings from the analysis locate key benefits to participants across the interpersonal, organizational, and community levels of the model, revealing the interwoven and impactful nature of peer support amongst participants and their broader community. Given the unprecedented influx of Syrian refugees to Canada, we argue for the continued implementation of peer support groups as a source of mental wellness promotion, empowerment, and a broadened sense of community

Teachers' Secondment Experiences

This article explores seconded teachers' experiences as university instructors and faculty advisors in the Faculty of Education at the University of British Columbia. Data were collected in three one-hour semistructured interviews with each of the 17 participants. The purpose of the study was to understand more clearly the experiences of seconded teachers in the teacher education program through the use of Glaser and Strauss's (1967) grounded theory approach. Seven phases or aspects of secondment are outlined: seeking the position; preparing for secondment; expressing self-doubts; adjusting to the tempo and workload; working with adult learners; looking for support; and returning to the school community. Overall, the themes that emerged in this research highlight five central issues: the contrast between university and school cultures; the value of reflection on practice; the strength of seconded teachers' commitment to classroom teaching; the stability and nature of seconded teachers' professional identities; and the usefulness of secondment as professional development.Cet article étudie les expériences d'enseignants détachés alors qu'ils étaient chargés de cours et conseillers pédagogiques dans la Faculty of Education à la University of British Columbia. Les données ont été recueillies lors de trois entrevues semi-dirigées d'une heure avec chacun des 17 participants. Le but de l'étude est de mieux comprendre, par le biais de l'approche théorique à base empirique de Glaser et Strauss (1967), les expériences d'enseignants détachés dans le programme d'enseignement. On décrit sept phases ou aspects du detachment: la recherche du poste; la préparation au détachement; l'expression de manque de confiance; l'ajustement au rythme et à la charge de travail; le travail avec les apprenants adultes; la recherche d'appui; et le retour à la communauté scolaire. De façon globale, les thèmes qui ressortent de cette recherche mettent l'accent sur cinq questions principales: le contraste entre la culture universitaire et la culture scolaire; la valeur de la réflexion sur la pratique de l'enseignement; la force de l'engagement qu'ont les enseignants détachés face à l'enseignement en salle de classe; la stabilité et la nature de l'identité professionnelle des enseignants détachés; et l'utilité du détachement dans le développement professionnel

Parental judgments of infant pain: Importance of perceived cognitive abilities, behavioural cues and contextual cues.

BACKGROUND: Despite blatant indications, such as behavioural and contextual cues, infant pain is often undermanaged by adult caretakers. The belief that infants are limited in their abilities to comprehend the meaning of an experience or recall that experience has been used to minimize or deny the need for intervention in this vulnerable population. OBJECTIVES: This investigation explored parental beliefs regarding the impact of infant cognitive capabilities, behavioural cues and contextual cues to their pain judgments. Particular interest was focused on their beliefs regarding the general cognitive capabilities of infants of different ages. METHODS: Forty-nine parents viewed videotapes of healthy infants, aged two, four, six, 12 and 18 months, receiving routine immunization injections and provided judgements of the severity of pain on a 100 mm Visual Analogue Scale. Upon completion of their pain judgements for each of the five age groups (two infants per age group; 10 infants total), parents completed questionnaires regarding their beliefs about the capabilities of infants in that age group and then reported the importance of the various cues utilized to formulate their pain judgements. RESULTS: Parents attributed substantial pain to infants in all age groups, almost twice the amount they hypothesized an adult undergoing a similar injection would experience. The cues rated as most important for judgements were similar for infants of varying ages. Overall, facial expressions, sounds and body movements were consistently reported to be most important. Parents acknowledged the development of memory and understanding of pain throughout infancy. However, these beliefs were not deemed by parents as important to their pain ratings, nor were their importance ratings directly related to the pain ratings. CONCLUSION: Parents judged that infants undergoing a routine immunization were experiencing clinically significant levels of pain. However, despite generally acknowledging a developing trajectory for memory and understanding across the five age groups, parents did not indicate that a child’s ability to remember and understand pain were essential features of their pain judgements. The results indicated that memory and understanding did not influence parental judgements of infant pain demonstrating the validity of the parents’ selfassessments