University Faculty Members’ Understanding of Their Role: Identity, Power, and Silence

This qualitative study was conducted to explore tenured faculty members’ understandings of their roles as professors. Tenure is an institutional means to enact academic freedom, which allows tenured faculty members to investigate topics of their choosing free from external influence. Academic freedom also enables faculty members to be public intellectuals who shape and critique social policies and make knowledge assertions. In effect, the faculty members are institutionally protected to speak truth to power. Purposeful sampling of 9 participants from 2 universities yielded 3 major themes: professorial identity (shaped by such factors as career stage, university culture, and faculty affiliation), professorial power (powers that participants experienced as well as the ways in which they exercised power), and professorial silencing (as a response to fiscal realities coupled with numerous governance issues). While participants were cognizant of the powers that affected their freedoms, they were less aware of the ways in which their position afforded them powers. Subtle but more potent forms of power were at play for tenured professors, but the participants saw themselves as having to work within institutional and financial constraints that limited their freedom to speak out on controversial issues. Faculty members were, thus, silenced and at times chose to self-silence. The context of the present-day university, governance models, and the financial issues affecting universities and departments worked in concert to silence this critical voice in society.

Instagram, Social Media, and the "Like": Exploring Virtual Identity's Role in 21st Century Students' New Socialization Experience

Personal technologies and social media use have changed the socialization experience of our 21st century learners. As learners have a new, embodied, virtual identity that is an omnipresent force within their social interactions, this study sought to examine how virtual identity influences student relationships both within and outside of a school context. This study also explored how personal technologies and social media use have influenced learners’ perceptions of their own 21st century learning. Using a qualitative inquiry, purposeful sampling was employed to recruit 6 participants between the ages of 15 to 19 to examine their social networking site use and education experience. Data were collected from single, one-on-one semi-structured interviews in which participants discussed their experiences using social media. Data were also collected from the teens’ personal Instagram accounts, and a personal reflexive researcher’s journal was kept for triangulation of data. Open and axial coding strategies alongside constant comparative methods were used to analyze data. Participants shared how they and their peers use social media, the pressures and expectations from other users, social media’s influence on peer relationships, and how social media influences their choices in the physical realm. All 6 participants explained that their teachers do not talk to them about their social media use, and even offered critiques of the school system itself and its inability to prepare students for the new realities of a digital world. This study concludes that while social media is very influential on students’ socialization, educators should be more concerned about the lack of guidance and support that students receive in school in terms of appropriate social media use and the navigation of virtual identity.

Métis or Moniyâw: Explorative stories of decolonizing my Métis identity

This thesis explores my emergent processes of identifying as a Métis person through autoethnographic narratives. I provide an overview of Métis history, identification, and decolonization, especially written by and for Aboriginal peoples. Using a decolonizing framework of Indigenous métissage (Donald, 2012) – which brings together complex, and nuanced influences to build knowledge – and an autoethnographic methodology, I explore cultural knowledges through critical self-reflection. I collected autoethnographic data in the form of personal journals and family artifacts; additionally, I shared conversations with other Métis peoples, which I used to further inform my own processes of identification and decolonization. The study results are presented as narrative vignettes, offering conclusions about: a) cultural ambivalence; b) privilege; c) language and music reclamation; and d) building relationships with both people and land. This research builds upon literature by, about, and for the benefit of Aboriginal peoples and settlers and offers considerations relevant to decolonization and identification.

Le concept de collusion appliqué à l'industrie laitière canadienne.

Rapport de recherche