Disrupting Infrastructure: Social Media and Accessing Digital Publics

This thesis investigates infrastructural barriers to effecting change through social media participation. Though social media is said to hold democratic potential by enabling open access to the digital public sphere, in reality it is often still the most privileged voices that get heard. Even in success cases of the power of social media like the Arab Spring, situational contexts lead to particular infrastructural access points that are not universally transferable, and still tend to favor mainstream perspectives. Barriers to amplifying marginalized voices include inadequate systems for digital memory and sharing algorithms that promote the visibility of the already visible. These issues become particularly evident in the social media efforts of intersectional feminist writers, which are too often and too easily ignored. This thesis proposes that biased infrastructural configurations can and should be disrupted to promote change

Qualitative research interviewing as a method to explore local music collecting and collections in Canada

SSHRCSounds of Home brings together research on local music collecting and collections in Canada. Local music collections document music scenes, practices, or histories, which are also bounded to a delimited geographic area. Using semi-structured qualitative interviews and site visits, we are building an understanding of practitioner beliefs, values, and challenges. This data collection method is useful because participants have flexibility to express ideas in their own words, offering comparable qualitative data of lived experiences and viewpoints. The data reveal narratives surrounding relationships between public organizations and local music communities, diversity of local music scenes, and areas for professional responsibility

Volatile hydrocarbons inhibit methanogenic crude oil degradation

Methanogenic degradation of crude oil in subsurface sediments occurs slowly, but without the need for exogenous electron acceptors, is sustained for long periods and has enormous economic and environmental consequences. Here we show that volatile hydrocarbons are inhibitory to methanogenic oil biodegradation by comparing degradation of an artificially weathered crude oil with volatile hydrocarbons removed, with the same oil that was not weathered. Volatile hydrocarbons (nC5-nC10, methylcyclohexane, benzene, toluene, and xylenes) were quantified in the headspace of microcosms. Aliphatic (n-alkanes nC12-nC34) and aromatic hydrocarbons (4-methylbiphenyl, 3-methylbiphenyl, 2-methylnaphthalene, 1-methylnaphthalene) were quantified in the total hydrocarbon fraction extracted from the microcosms. 16S rRNA genes from key microorganisms known to play an important role in methanogenic alkane degradation (Smithella and Methanomicrobiales) were quantified by quantitative PCR. Methane production from degradation of weathered oil in microcosms was rapid (1.1 ± 0.1 μmol CH4/g sediment/day) with stoichiometric yields consistent with degradation of heavier n-alkanes (nC12-nC34). For non-weathered oil, degradation rates in microcosms were significantly lower (0.4 ± 0.3 μmol CH4/g sediment/day). This indicated that volatile hydrocarbons present in the non-weathered oil inhibit, but do not completely halt, methanogenic alkane biodegradation. These findings are significant with respect to rates of biodegradation of crude oils with abundant volatile hydrocarbons in anoxic, sulphate-depleted subsurface environments, such as contaminated marine sediments which have been entrained below the sulfate-reduction zone, as well as crude oil biodegradation in petroleum reservoirs and contaminated aquifers

Overcoming Isolation: Making the Case for the Development of Blended Service Learning and Social Work Interprofessional Field Education Experiences to Improve University-Community Engagement

We argue in this paper that if social workers are to engage in more equal and just ways of working with people and communities then there is a need to reconceptualise the field education experience. While the teaching in the classroom of particular theories such as social justice and anti- oppressive practice can influence how students come to view the world it is not likely to impact upon their eventual practice unless it is reinforced in their field placements. Traditional settings reinforcing traditional interactions between students and consumers are not the means by which changes will occur. The blending together of the three learning modes of service learning, field placement and interprofessional education offer a chance to reinforce classroom teachings in a new way during the practicum experience

Using assessment strategically to gestate a student thesis

In the context of higher education in South Africa and drawing on the author's experience as a lecturer in two higher education institutions (HEIs), this article presents her attempts to bring together - and into balance - teaching, supervision and research in an endeavour to offer a transformative learning experience for her post graduate students. It does this by foregrounding student assessment in the Master of Education (MEd) degree in the field of Educational Leadership and Management (ELM) where the development of a half thesis, underpinned by research, stands as the evidence of success. The author suggests that the MEd (ELM) degree be conceptualised differently in order that the half thesis be permitted to gestate over a two-year period. Within this conceptualisation, she argues that inspired teaching and meaningful research is best attained through a community of learning approach which seeks to foreground participatory learning, the advancement of scholarly discourse and the development of student agency. Through the use of a case study, the author provides evidence to suggest that a range of authentic assessment strategies which are purposeful and in alignment with the teaching strategies, the content and the intended outcomes of the qualification being taught are essential. She further argues that well-crafted, formative, recursive and sustainable feedback is an essential part of the gestation process

Distributed teacher leadership in South African schools : troubling the terrain.

Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.This publication-based study aims to ‘trouble’ the terrain of teacher leadership – at the level of both theory and praxis, in the South African schooling context. The motivation for this study came from my increasing research interest in shared forms of school leadership, particularly the leadership practices of teachers in terms of their potential as ‘agents of change’. The thesis is organised according to my ‘logic of connectivity’ which operated at a range of levels. Eight academic, peer-reviewed, independent articles constitute the ‘core’ of the study and are connected through the following emergent research questions: 1) How is teacher leadership understood and practiced by educators in mainstream South African schools?; 2) What are the characteristics of contexts that either support or hinder the take-up of teacher leadership; and 3) How we can theorise teacher leadership within a distributed leadership framing? For its connectivity at a theoretical level, this study privileges distributed leadership theory (after Spillane et al, 2004, Spillane, 2006), and specifically, a view of distributed leadership which foregrounds a ‘leader-plus’ and social practice perspective. In attempting to connect the independent pieces of work at a methodological level, I have organised them in inter-connected clusters within a three phase contingent design, and thus locate the study within the mixed methods research tradition. My study does not seek convergence in the classic sense of triangulation but rather an ‘expansion of inquiry’ which involves a secondary analysis of the findings – a meta-inference - guided by the research questions. The study thus offers an example of a PhD by publication; it reflects on the associated methodological challenges and it problematises the retrospective use of publications. The key output of the overall research which emerged from and connects the publications, is a model depicting the zones and roles of teacher leadership. The main findings of the study which emerge from the connectivity of the publications as well as from the extended literature review, suggest that while teacher leadership is regularly espoused (especially by management), in practice it is often restricted to either mundane tasks and/or the classroom and/or situations where teachers work together on curriculum issues. The data highlights the ease with which the School Management Team can operate as a barrier to teacher leadership even when national policy is underpinned by an ideological position that endorses shared forms of leadership. Despite the restrictions on take-up, however, the study argues that teacher leadership within the South African context, characterised as it is by such diversity, is nevertheless a dynamic possibility. If conceptualised within a distributed leadership framework which, in its ideal form, is democratic and which calls teachers (and management) to new forms of ‘action’, the transformation of schools and communities can become a reality

Distributed leadership in South Africa

Distributed leadership, while an established concept in the international literature on education leadership, is slowly gaining prominence in post-apartheid South Africa. This is primarily due to its normative and representational appeal. However, of concern is that the concept has become a catch-all phrase to describe any form of devolved or shared leadership and is being espoused as ‘the answer’ to the country’s educational leadership woes. Drawing on a South African publications-based doctoral study of distributed teacher leadership (Grant 2010. “Distributed Teacher Leadership: Troubling the Terrain.” Unpublished PhD diss., University of KwaZulu-Natal, Pietermaritzburg) for its evidence, this article argues for a theoretically robust form of distributed leadership conceptualised as socio-cultural practice and framed as a product of the joint interactions of school leaders, followers and aspects of their situation (Gronn 2000. “Distributed Properties: A New Architecture for Leadership.” Educational Management and Administration 28 (3): 317–338; Spillane, Halverson and Diamond 2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34; Spillane 2006. Distributed Leadership. San Francisco: Jossey-Bass). It endorses a sequential distributed leadership framing for the South African context and calls for further empirical studies which interrogate the complex practices of distributed school leadership. For without this theoretically robust work, the article argues, distributed leadership is likely to be relegated to the large pile of redundant leadership theories and become a passing fad

Double stimulation and transformative agency for leadership development of school learners in Southern Africa

Learners, because of their minor status, are a virtual absence in everyday school leadership work, particularly on the African continent. School leadership, therefore, continues to be misconceived as an adult phenomenon. Framed by Cultural Historical Activity Theory, this paper reports on a Southern African Higher Education studythat engages with the Vygotskian principle of ‘double stimulation’ and its relationship to transformative agency in the context of a school-based learner leadership development initiative. One school change project was purposively selected as the case, and data were drawn from a postgraduate student research report and self-reflective journal. Drawing on the Sannino model of double stimulation, the paper explores the phases of double stimulation as well as instances of transformative agency evident in the data, and speculates about the relationship between double stimulation and transformative agency in the leadership development of learners

Influence of Media Messages on Obesity and Health Perceptions Among African American Women

African American women have the highest prevalence of overweight and obesity in the United States, thus increasing their risks for chronic diseases. Their understanding of their health status and response to it could be triggered by messages in the media, yet few researchers have examined this topic with African American women. The purpose of this phenomenological study was to explore how advertisement and editorial content in media contributed to perceptions African American women have about overweight and obesity. Following the theoretical foundation of the social cognitive theory, the research questions explored what messages study participants encountered and which messages prompted behavior changes. Ten African American females age 25 and older were recruited and interviewed about their understanding of overweight and obesity, chronic disease risks, and self-efficacy. Codes and themes about obesity, health risks, physical activity, eating, and body image were extracted line by line from interview transcripts. Six themes emerged: obesity as viewed by participants, perceptions of health risks, impact of media messages, perceptions of body image, encouragement from media, and steps to improve personal health. These results indicated that media messages are factors in the development of the views African American women have about being overweight or obese and motivated them to adopt health improving behaviors. Messages in the media can contribute to shifting the imbalance of overweight and obesity among African American women. Additionally, the results can inspire public health officials, health communication researchers and media professionals to develop and disseminate informative health related messages