Nichols, Naomi

As a result of the COVID-19 pandemic, print death notices have increased in number, length, and deviations, often as the only form of public recognition for the deceased. This thesis provides close readings through feminist and anti-ageist lenses of ninety print death notices, published in The Peterborough Examiner and Peterborough This Week between October 2019 and October 2021. These readings inform and illustrate the deindividualization of older women in death notices as the product not only of the limitations of language and format, but of a community that panders to regional public interests and traditional ageist tropes of femininity to create worthy public subjects. An exploration of ambiguities, contradictions, and overdeterminations that break with conventions of death notices reveals unintentional makeovers, deindividualization, and the sidelining of older women as subjects of their own memorials and photos in an extension of the systemic and internalized gendered ageism older women experience in life.

Author Keywords: Ageism, COVID-19, Death Notices, Deindividualization of Women, Feminism, Older Women

This thesis considers the fanfiction genres of slash-fiction, and Alpha/Beta/Omega fiction through an analysis of fandom's embedded gift economy structures. Previous research on fanfiction and fandom structures have often characterized the gift economy nature of these spaces as countercultural and as separate from the frequent exploitation inherent in economic-based systems. There has been less attention paid to considering the potential disruptions that can come with unregulated and large-scale sharing. This thesis undertakes a critical discourse analysis of Alpha/Beta/Omega slash-fiction with a focus on commodity fetishism to reveal how the subgenre's relationship with the fanfiction gift economy complicates and at times counters the conception of these spaces as a 'queer utopia.' The purpose of this research is to dismantle traditional archetypes within Alpha/Beta/Omega fanfiction by exploring how male Omegan characters become fetishized cultural commodity objects internally through interactions with Alpha characters and externally through the desires of fanfiction readers and writers.

Author Keywords: Alpha/Beta/Omega, Commodity Fetishism, Fanfiction, Gift Economy, Queer Theory, Slash-fiction

This study examines critical pedagogy as a novel approach to diversity, equity and inclusion (DEI) education at Peterborough Police Service (PPS). To begin, the present study examines hypermasculinity and isolationism as cultural traits in policing that serve as barriers to DEI education. Later, results of focus groups with PPS members that investigated negative and positive experiences with DEI training, barriers to meeting DEI education outcomes and, perceived goals of future DEI education at PPS are discussed. Drawing from findings from the literature review and focus groups, this thesis argues that critical pedagogy offers a useful framework to explore divisive subjects like systemic racism, power and privilege, colonialization, etc. and contributions of police in maintenance of the status quo. Raising the critical consciousness of PPS members by unveiling systems of domination may provide a starting point for enhancing police service to groups that are racialized and minoritized. Education of this kind may also involve a reconceptualization of the role of police as allies to marginalized communities.

Author Keywords: Community, Critical Pedagogy, Diversity, Education, Police, Police Culture

In Ontario, mainstream education often does not meet the individual learning needs of high school students who experience marginalization. Alternative school programs may offer these students greater support and flexibility in completing their high school diploma. While previous research on alternative education in Ontario is thorough, it is limited to the Greater Toronto Area (GTA). To address the lack of research within smaller communities, this project uses the experiences of alternative education students in the City of Peterborough to explore how alternative programs meet student needs. Using a narrative methodology, the project relies on interviews with six students who offer their stories of attending alternative education programs. Research findings suggest that alternative education programs offer a meaningful and effective way for students to complete high school. Participants emphasize the importance of positive relationships with teachers and staff, student-driven curriculum, paid co-operative credits, and material benefits.

Author Keywords: Alternative Education, Critical Pedagogy, Marginalization, Narrative Inquiry, Ontario, Student Experiences