Adult education

This thesis focuses on the Atoskiwin Training and Employment Centre of Excellence (ATEC) in NelsonHouse, Manitoba, and its contribution to Aboriginal adult education and the economic development of the Nisichawayasihk Cree Nation (NCN). The study examines ATEC within the larger history of NCN's relationship with its land, hydroelectric development in northern Manitoba, and Wahbung: Our Tomorrows, the 1971 alternative blueprint to the federal White Paper. I argue that ATEC has played a key role in nurturing a resurgence of the social and economic capacity of people in Nelson House.

The research approach used in this study is ethnographic, drawing on the researcher's livedexperiences and relationships with the community and ATEC. Supporting qualitative data were collected through interviews with ATEC staff and students, allowing for an in-depth exploration of their experiences, perspectives, and the impact of ATEC on their lives and employment opportunities. The thesis examines the historical context of ATEC. It also explores the challenges and achievements of ATEC during two distinct phases: the initial phase focused on training for skilled and unskilled labourers during the construction of the Wuskwatim hydroelectric dam, and the subsequent phase after the dam's completion.

The research shows how ATEC has contributed to the economic and social capacity of NelsonHouse, analyzing its impact on community development and employment opportunities. It also points out the need for greater control, infrastructure and resources for Aboriginal adult education in rural and northern areas. The thesis concludes by discussing the findings and suggesting potential areas for improvement and growth in ATEC's programming and delivery methods.

Author Keywords: Aboriginal, Adult Education

This study examines the formal, informal, and non-formal learning experiences offeminist-identified counsellors and psychotherapists working within the Violence Against Women (VAW) and Gender-Based Violence (GBV) sector of community- based social services in Ontario, Canada. Using critical, feminist polyethnography and intersectional and feminist theories, this study discusses the participants' and researcher's experiences in the field. The participants' narratives contribute to the understanding of intersectional feminist pedagogies in counselling and psychotherapy practices and spaces. Additionally, the study offers recommendations for post- secondary programs, wise practice approaches to intersectional clinical supervision, and a framework for community of practice models of peer supervision.

Author Keywords: adult learning, feminism, feminist theory, intersectional theory, psychotherapy, social work

This thesis aimed to explore students' perspectives on university exams in two studies. Using a phenomenological approach, Study 1 recruited 10 senior undergraduate students to participate in semi-structured interviews. A thematic analysis revealed key themes related to exam purpose, effectiveness, fairness, and emotional responses. These insights informed the development of a sequence model explaining how students form exam perceptions. Study 2 was a concurrent, embedded, correlational mixed-methods case study of sophomore Psychology students' (N = 35) experiences with a case-based take-home exam designed according to motivational design principles. Findings from this study highlight the associations between students' motivation orientation and motivational assessment features and students' positive experiences and perceptions of the exam. This thesis offers an informative framework for instructors aiming to promote student buy-in, while also meeting course learning outcomes and facilitating deeper engagement with assessments.

Author Keywords: alternative assessment, assessment design, learning outcomes, student motivation, university exams

This thesis focuses on the Atoskiwin Training and Employment Centre of Excellence (ATEC) in NelsonHouse, Manitoba, and its contribution to Aboriginal adult education and the economic development of the Nisichawayasihk Cree Nation (NCN). The study examines ATEC within the larger history of NCN's relationship with its land, hydroelectric development in northern Manitoba, and Wahbung: Our Tomorrows, the 1971 alternative blueprint to the federal White Paper. I argue that ATEC has played a key role in nurturing a resurgence of the social and economic capacity of people in Nelson House.

The research approach used in this study is ethnographic, drawing on the researcher's livedexperiences and relationships with the community and ATEC. Supporting qualitative data were collected through interviews with ATEC staff and students, allowing for an in-depth exploration of their experiences, perspectives, and the impact of ATEC on their lives and employment opportunities. The thesis examines the historical context of ATEC. It also explores the challenges and achievements of ATEC during two distinct phases: the initial phase focused on training for skilled and unskilled labourers during the construction of the Wuskwatim hydroelectric dam, and the subsequent phase after the dam's completion.

The research shows how ATEC has contributed to the economic and social capacity of NelsonHouse, analyzing its impact on community development and employment opportunities. It also points out the need for greater control, infrastructure and resources for Aboriginal adult education in rural and northern areas. The thesis concludes by discussing the findings and suggesting potential areas for improvement and growth in ATEC's programming and delivery methods.

Author Keywords: Aboriginal, Adult Education

There are many barriers facing new, sustainably-focused, agriculturalists in Canada including access to land, capital, markets and practical training. These challenges are compounded by the flawed but powerful figure of the industrial agriculture model, a rapidly aging farmer population, changing demographics, and subsequent loss of valuable, place-based agricultural knowledge. This thesis argues that there is a need for innovative formal education programs that combine traditional classroom with practical hands-on learning in collaboration with local experts. As such, this exploratory case study looks at how a farm incubator can function as a site for experiential education and a means of addressing some of the barriers to entry faced by new agroecological farmers. The findings show that those seeking experiential sustainable agriculture education benefit greatly from having a site, such as a farm incubator, to learn the skills that accompany their knowledge while building their agricultural community and increasing their confidence.

Author Keywords: agroecology, experiential learning, farm incubators, social learning, sustainable agriculture and food systems education, transdsciplinary