UNMASKING VANDALISM: A CASE OF SOCIAL JUSTICE LEADERSHIP COMPLEXITIES

Waterfront Elementary School is located in a very affluent neighbourhood in a large urban multicultural school district. The school has some diversity in terms of its student population, but the majority of the students are White and come from upper middle-class families. Ms. Courtney Williams, the principal of the school was transferred to Waterfront Elementary School five years ago due to her expertise in the area of assessment and evaluation. Since her arrival, she has been applauded by the school community and school district for her knowledge and dedication to students’ academic success. This case highlights the tensions, challenges, and struggles that she faces when she is confronted by upset and angry parents with regard to a vandalism incident in her school that could have far-reaching implications for her, her school, the district, and the wider community

Exploring Community-based Research Values and Principles: Lessons Learned from a Delphi Study

Community-based research (CBR) is a relatively new methodology characterised by the co-generation of knowledge. As CBR is integrated into institutional frameworks, it becomes increasingly important to understand what differentiates CBR from other research. To date, there has been no systematic study of CBR values and principles, which tend to be offered as a list of considerations that are taken as given rather than problematised. Similarly, research has not explored the ways in which understandings of CBR's underlying values differ among individual researchers compared to the broader research values of a large university. In this article, we report the findings of a Delphi study which addresses these gaps through a systematic, cross-disciplinary survey of CBR researchers at a large Canadian research university. Our findings indicate diverse and complex understandings of both the potentially political nature of CBR and the perceived values of the respondents' institution

Development and implementation of guidelines for the management of depression: a systematic review

Objective: To evaluate the development and implementation of clinical practice guidelines for the management of depression globally. Methods: We conducted a systematic review of existing guidelines for the management of depression in adults with major depressive or bipolar disorder. For each identified guideline, we assessed compliance with measures of guideline development quality (such as transparency in guideline development processes and funding, multidisciplinary author group composition, systematic review of comparative efficacy research) and implementation (such as quality indicators). We compared guidelines from low- and middle-income countries with those from high-income countries. Findings: We identified 82 national and 13 international clinical practice guidelines from 83 countries in 27 languages. Guideline development processes and funding sources were explicitly specified in a smaller proportion of guidelines from low- and middle-income countries (8/29; 28%) relative to high-income countries (35/58; 60%). Fewer guidelines (2/29; 7%) from low- and middle-income countries, relative to high-income countries (22/58; 38%), were authored by a multidisciplinary development group. A systematic review of comparative effectiveness was conducted in 31% (9/29) of low- and middle-income country guidelines versus 71% (41/58) of high-income country guidelines. Only 10% (3/29) of low- and middle-income country and 19% (11/58) of high-income country guidelines described plans to assess quality indicators or recommendation adherence. Conclusion: Globally, guideline implementation is inadequately planned, reported and measured. Narrowing disparities in the development and implementation of guidelines in low- and middle-income countries is a priority. Future guidelines should present strategies to implement recommendations and measure feasibility, cost-effectiveness and impact on health outcomes

Breaking three generations of silence : a translation of racism, sexism, and classism, in the lives of three Punjabi women in Canada

From the margins of discourse, this autobiographical work disrupts the traditional HEGEMONIC narratives of THEIR INSTITUTIONS and challenges the conventional notions of the genre of autobiography through its form and content. It uncovers and upsets both WESTERN and Punjabi PATRIArchal definitions of THEIR/Their CULTure: Furthermore, it undermines linguistic norms by using a mix of English, Punjabi and some French. Through narratives, prose, poetry, transparent language/languages my words break the long kept silences of three Punjabi women living amidst racism, sexism and classism in THEIR/Their SOCIety Public and private History of THEIR/Their CULTure, fiction and fantasy are juxtaposed through mixed genres and mixed codes, and the fragmented units are not necessarily presented as chronologically linear. Unlike typical autobiographies, I braid together the restrictive lives and painful experiences of my mother, my grandmother, and myself in an attempt to show how THEIR/Their oppressive History and CULTure shape and have shaped our life/lives, our acceptance and our resistance. In doing so I begin to see parallels between the oppression of women and untouchables in Indian Society and the exploitation of minority women and minorities in CANADIAN SOCIETY. My experiment with structure and typography helps me, a semi-trilingual, working/middle class minority woman and EDUCAtor, to construct and deconstruct my personal self and selves in a more meaningful way. This type of meaning making takes precedence over conventional stylistic or established structures. My identity cannot be separated from the languages, CULTures, in which I wander endlessly or from the oppressive conditions of those whose lives have shaped and continue to shape me. Despite the pressure, I cannot choose between these identities. As a result I am forced to continue to negotiate between my identities and live an intricate web of shifting power relations. I realise that the non-contradictory self is impossible.Therefore I must go beyond and create something new. Something that is more than the mere bringing together of identities ~ it is something in the beyond, kithe uther ~ gahan. From my third space I call upon minority women, white women, EDUCators, readers and writers to also go beyond and find a THIRD Space from which to work together in order to reposition the positions of POWER that have been placed upon us through centuries of Oppression and EXPLOITATION. Only by speaking out in my languages, my words, my experiences, my poet's voice, my storying voice, my minority woman's voice, my TEACHer's voice, my fragmented voices, will I begin to overcome the tradition of silence and continue the necessary resistance.Education, Faculty ofLanguage and Literacy Education (LLED), Department ofGraduat

Im-person-ating identity in spaces of difference

Impersonating Identity in Spaces of Difference is an ALTERnative discourse of dis/ruption, decolonization, deconstruction....Writing on the b/orders of theories, disciplines, genres, cultures....this re/search weaves together personal, familial, and societal stories of silence and silencings. By subverting conventional academic texts and hegemonic frameworks of Canadian "MultiCULTural institutions and Canadian "MultiCULTural society," this subaltern re/search claims a space for marginalized voices. Conventional ways of knowing, being, becoming are generatively disRupted in order to create awareness of the continuing legacies of colonialism, modernity, patriarchy...and to highlight the urgent need to provide genuine spaces of "belonging" that inclusively honour and respect the gifts of all individuals. Entangled in the in/visible hierarchical realities of "Canadianness," this in/quiry articulates decolonizing resistance. The layers of the impure academic textual body perform the multiple fragmented intertextual layers of the improper Indocanadian/ Can-indian body creating em(bodi)ed re-imag(e)inings of epistemology and pedagogy. This tense, restless landscape of multi-languages, multi-genres, multimeanings, multi-truths is an inter-Ruption of predetermined b/orders and predetermined bodies of predetermined purity, in a world of ever-changing multiplicity. Drawing on "difference" in multiCULTuralism, language, voice, and identity, this performative work travels in and out of questions of absence, "hybridity," foreignness, loss, displacement, marginalization, patriarchy, colonialism, modernity....In this powerful and liberating form of non-traditional in/quiry, meaning making takes precedence over conventional stylistic or pre-established structures and acknowledges personal "ethnic" experience as a valuable form of reliable "academic" knowledge. This trans-disciplinary, transformative, transcultural...in/quiry disRupts traditional hegemonic narratives and challenges the conventional notions of re/search and writing through its form and content. Through the braided weaving of English, French and Punjabi, personal stories, familial narratives, prose, letters, e-mails, cross cultural conversations, visual imagery, historical documents, "subtexts," "surtexts," intertexts, collaborative texts...undermine and upset hegemonic linguistic norms. Fiction, fantasy, History, herstory, theirstories, memory...are juxtaposed through mixed non-linear genres and codes in protest of violent acts of com(form)ity, exclusion and censorship. Stories of India and Canada find themselves interwoven unexpectedly, betraying the lies and the truths of patriarchy, colonialism, modernity, multiCULTuralism, transCULTuralisms...disrupting clean, linear readings of writing and of research. This experiment with nonstructure and typography attempts to actively decolonize, deconstruct/re-construct imposed academic and social identities in a more meaningful way and provide readers with a sense of living in the "transculturality" of the "diasporic in-between." Only by provoking a critical, cross-cultural "INNERstanding" of History, POWer, systemic marginalization, colonialism and modernity can we begin to relationally take on the collective response-abilty for social justice in policy and practice ~ in the word and in the wor(l)d.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat

In the Midst of Participatory Action Research Practices: Moving towards Decolonizing and Decolonial Praxis

<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0cm 0cm 0pt 36pt;" class="MsoNormal"><em style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: &quot;Calibri&quot;,&quot;sans-serif&quot;; font-size: 11pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: &quot;Times New Roman&quot;;">Where disenfranchised groups such as women, immigrants and people of color more generally were either excluded from the academy or not thought to have important 'stories' to tell, several qualitative methodologies now value these voices, in large measure because disenfranchised research participants have an understanding in their bodies of what it means to be exposed to patriarchy, racism, classism, heterosexism, ableism, xenophobia and other complex forms of oppression (Gitlin, 2007, p.1).</span></em><em style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;;"></span></em></p><span style="font-family: Times New Roman; font-size: small;"> </span

Community Based Research Values and Principles : Working Group Report

Arts, Faculty ofEducation, Faculty ofEducational Studies (EDST), Department ofSocial Work, School ofUnreviewedFacultyGraduat

The emerging role of psilocybin and MDMA in the treatment of mental illness

Introduction: Mental illness has a chronic course of illness with a number of clinical manifestations. Affected individuals experience significant functional, emotional, cognitive, and/or behavioral impairments. The growing prevalence of mental illness has been associated with significant social and economic costs. Indeed, the economic burden of mental illness is estimated to exceed $1.8 trillion USD over the next 30 years. A significant number of individuals affected by mental illness fail to respond to first-line treatment options. Therefore, there remains an unmet need for rapidly attenuating therapeutic options for mental health disorders with minimal social and economic burden. Areas covered: The paucity of novel treatment options warrants a renewed investigation of psychedelic-based psychotherapy. Herein, the authors will evaluate the therapeutic potential of traditional psychedelics, psilocybin, and MDMA, in the treatment of mental illness with a narrative review of available literature. Expert opinion: Psychedelics, such as psilocybin and MDMA, offer an alternative avenue of therapy for many mental health disorders. Available evidence indicates that psychedelics may offer a single-dose, rapid effect model that have robust effects with treatment-resistant mental disorders and a unique advantage as a possible monotherapy for mental illness. Novel clinical trials that evaluate the safety, tolerability, and efficacy in clinically representative populations are warranted

Suicide reduction in Canada during the COVID-19 pandemic: lessons informing national prevention strategies for suicide reduction

10.1177/01410768211043186Journal of the Royal Society of Medicine11410473-47