Werklund School of Education
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The work of the Werklund School of Education is learning. Research is an engaging way of learning what is not already yet known, or probing what is already known but in new ways. Within the Werklund School of Education, the research conducted by our professors and students is incredibly diverse.
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Browsing Werklund School of Education by Author "Arthur, Nancy"
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Item Open Access Capturing the shadow and light of researcher positionality: A picture-prompted poly-ethnography(Sage Publications, 2020-12-10) Kassan, Anusha; Nutter, Sarah; Arthur, Nancy; Green, Amy R.; Russell-Mayhew, Shelly; Sesma-Vazquez, MonicaAcknowledging researcher positionality and engaging in ongoing reflexivity are important components of qualitative research. In this manuscript, we share our experiences of examining our positionality and engaging in reflexive practice related to a research project with newcomer women in Canada. As a team of researchers from diverse backgrounds, we engaged in a picture-prompted poly-ethnographic conversation to better understand our attitudes, assumptions, and biases in relation to the topic of our research and gain a better understanding of what were asking of participants. Using thematic analysis, we uncovered four themes: 1) researchers bring multiple identities, 2) researchers bring privilege/power, 3) understanding what we call home, and 4) walking in participants’ shoes. We discuss these themes in detail, highlighting their implications for reflexive research with newcomer communities.Item Open Access The cross-cultural reflective model for post-sojourn debriefing(Taylor & Francis : Reflective Practice: International and Multidisciplinary Perspectives, 2018-01) Dressler, Roswita; Becker, Sandra; Kawalilak, Colleen; Arthur, NancyReflective writing is a practice often encouraged in study abroad programs. Reflection can be facilitated through experiential learning, but little research is available on how to guide or structure related learning activities. In this article, we discuss the Cross-cultural Reflection model (CCR), which emerged through our own process of researching three commonly-used models for reflective writing (Gibbs, 1988; Johns, 2010; Rolfe, Freshwater & Jasper, 2001). We document our procedure for researching, creating, testing, and modifying the CCR model, before and after using it with students in a post-sojourn debriefing workshop. In the discussion, we examine which aspects of the models examined informed the CCR model and which elements we introduced as a result of working with the models in two research retreats. The sharing of the process is intended to inform practices of reflective writing in post-sojourn debriefing to enhance international experiences, programmes and practices.Item Open Access Employing Polyethnography to Navigate Researcher Positionality on Weight Bias(NSUWorks - The Qualitative Report, 2017-05-20) Arthur, Nancy; Lund, Darren E.; Russell-Mayhew, Shelly; Nutter, Sarah; Williams, Emily; Sesma-Vazquez, Monica; Kassan, AnushaResearchers often focus on the content of their research interests but, depending on the research approach, may pay less attention to the process of locating themselves in relation to the research topic. This paper outlines the dialogue between an interdisciplinary team of researchers who were at the initial stages of forming a research agenda related to weight bias and social justice. Using a polyethnographic approach to guide our discussion, we sought to explore the diverse and common life experiences that influenced our professional interests for pursuing research on weight bias. As a dialogic method, polyethnography is ideally suited for the reflexive work required of researchers seeking to address issues of equity and social justice. Beyond more traditional approaches such as journaling, personal interviews, or researcher notes, the intersubjectivity highlighted by this method affords a richer space for exploration, challenging ideas, taking risks, and collectively interrogating both self and society. Following a discussion of positionality, the dialogue between researchers is presented, followed by their critique of the discussion, informed by professional literature.Item Open Access Positioning of Weight Bias: Moving towards Social Justice(Hindawi Publishing Corporation, 2016-09-22) Nutter, Sarah; Russell-Mayhew, Shelly; Alberga, Angela S.; Arthur, Nancy; Kassan, Anusha; Lund, Darren E.; Sesma-Vazquez, Monica; Williams, EmilyWeight bias is a form of stigma with detrimental effects on the health and wellness of individuals with large bodies. Researchers from various disciplines have recognized weight bias as an important topic for public health and for professional practice. To date, researchers from various areas have approached weight bias from independent perspectives and from differing theoretical orientations. In this paper, we examined the similarities and differences between three perspectives (i.e., weight-centric, nonweight- centric (health-centric), and health at every size) used to understand weight bias and approach weight bias research with regard to (a) language about people with large bodies, (b) theoretical position, (c) identified consequences of weight bias, and (d) identified influences on weight-based social inequity. We suggest that, despite differences, each perspective acknowledges the negative influences that position weight as being within individual control and the negative consequences of weight bias.We call for recognition and discussion ofweight bias as a social justice issue in order to change the discourse and professional practices extended towards individuals with large bodies. We advocate for an emphasis on social justice as a uniting framework for interdisciplinary research on weight bias.Item Open Access Pre-service teachers and study abroad experiences: Don’t forget about them when they come home(Elsevier, 2020-01) Arthur, Nancy; Becker, Sandra; Dressler, Roswita; Crossman, Katherine; Kawalilak, ColleenStudy abroad programs for pre-service teachers aim to contribute to the cultural readiness needed for teaching in schools of today and tomorrow. Yet, the re-entry transition is an oft-neglected aspect of study abroad programs. We developed a model for reflective writing and examined the depth of post-sojourn reflection in pre-service teacher writing, two months after returning from a 10-week study abroad program. Although the majority of the writing illustrated descriptive writing or descriptive reflection, some students demonstrated dialogic or critical reflection, revealing the usefulness of reflective writing in capturing students’ experiences in ways that deepen their learning for teaching.Item Open Access Weight bias as a social justice issue: A call for dialogue.(Canadian Psychological Association, 2017-11-27) Nutter, Sarah; Russell-Mayhew, Shelly; Arthur, Nancy; Ellard, John H.Weight bias is pervasive, impacting the lived experiences of individuals with large bodies in all areas of society. Weight bias negatively impacts psychological and physical health, and contributes to systemic inequity for individuals with large bodies. Given that counselling psychology has been recognised for its commitment to social justice, it is important to provide examples of the many social justice issues associated with weight bias. The purpose of this article is to position weight bias as an important social justice issue for psychologists, through the lens of 3 social justice perspectives; distributive justice, procedural justice, and ecological justice. We examine the lack of equitable distribution of opportunities and resources for individuals with large bodies in health care, the workforce, education, and within interpersonal relationships. We also discuss the lack of voice provided to individuals with large bodies with regard to the policies and practices that affect them, and the social and environmental forces that systemically influence body weight and weight bias. Finally, we encourage further dialogue between professionals across disciplines about weight bias as a social justice issue in the future design of research, education, and practice.Item Open Access Weight Bias: Twitter as a Tool for Opening Dialogue among Broad Audiences(Scientific Research Publishing Inc., 2018-07-03) Williams, Emily P.; Russell-Mayhew, Shelly; Nutter, Sarah; Arthur, Nancy; Kassan, AnushaTwitter is a tool for strengthening research knowledge mobilization to the general public. In this article, we highlight how Twitter can be used to open social dialogue about research related topics between users from multiple perspectives, using the topic of weight bias; a cultural issue largely perpetuated by the media. Specifically, Twitter (@UCalgary Body BS) was used by an interdisciplinary research team to under line cases of global news, stories, and policy related to weight bias and/or weight-related issues for a broad audience to consume. We position Twitter as a relevant means for 1) shaping the research lifecycle, 2) increasing community participation and engagement regarding specific research topics, 3) co-creating evolving social dialogues and critique, 4) reaching broader audiences, 5) opening up sites of debate and tension within a topic, and 6) engaging with a topic salient within our society, a topic that saturates the media—weight bias.