Browsing by Author "Lee, Lianne"

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    Building a Case for Using “Coercive Control” in Alberta: Discussion Paper
    (2020-09) Lee, Lianne; Wells, Lana; Gray, Shawna M.; Esina, Elena
    As part of Shift’s collaboration with IMPACT (a provincial collective impact initiative to eradicate domestic and sexual violence in Alberta), a series of papers and trainings modules are being developed to help build an evidence-informed primary prevention framework in Alberta. This particular report was focused on helping members of IMPACT better understand the coercive control model and examine the potential of adopting the model to inform the development of Alberta’s primary prevention framework. A presentation of the findings was also developed and shared with IMPACT members. Findings from this review suggest that the coercive control model has many strengths; however, adoption of the model in Alberta will require additional research to address its limitations and understand the usefulness of the model in advancing primary prevention.
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    Pedagogy for Justice: An Intersectional Dialogue Exploring Critical Conversations Involving Pre-Service Teachers and Youth Social Justice Activists
    (University of Calgary, 2014-05) Latremouille, Jodi; Lee, Lianne; Shergill, Shashi; Lund, Darren; Werklund School of Education
    Two duoethnographic research projects come together to explore critically conscious education; one resides within the context of teacher education programs, and the other mainly within school-based youth activist groups. The authors fashion a dialogue between these interrelated studies in order to inform the work of teacher and teacher educators around a pedagogy for social justice in schools.
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    A summary of the public’s perceptions of domestic and sexual violence in Alberta
    (2020-09) Lee, Lianne; Wells, Lana; Esina, Elena
    As part of Shift’s collaboration with IMPACT (a provincial collective impact initiative to eradicate domestic and sexual violence in Alberta), a series of papers and training modules are being developed to help build an evidence-informed primary prevention framework in Alberta. This particular report was focused on helping members of IMPACT better understand existing public perceptions on the issues of domestic violence and sexual violence in Alberta. A presentation of the findings was also developed and shared with IMPACT members. Findings from this review suggest that there are many gaps in Albertans’ perceptions about domestic and sexual violence, particularly among Albertan men. Segmented and targeted campaigns are needed to support more Albertans to understand gender equality and behave in ways that reinforce this understanding in communities, workplaces, and homes.
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    What can Teacher Education Programs Learn from Community Organizations? Honouring the Perspectives of Community in a Critical Service-Learning Partnership
    (2017) Lee, Lianne; Lund, Darren; Lowan-Trudeau, Gregory; Arthur, Nancy
    This critical ethnographic case study examined the perspectives of community organization staff that were involved in a community-driven service-learning partnership entitled, the Service-Learning Program for Pre-service Teachers (SLPPST). The study aimed to understand the perceived impact of the SLPPST for community organization partners (and the communities they serve) to honour and learn from a perspective that is often overlooked in service-learning literature, as well as to support teacher education programs in implementing effective, collaborative, and reciprocal service-learning programs. Drawing from critical pedagogy and implementation science, this study revealed that community-led service-learning partnerships, when designed, implemented, and evaluated through an anti-oppressive lens, can contribute to the long-term goals of community organizations. An analysis of in-depth interviews with community organization staff, researchers’ observations during site visits, and minutes from SLPPST meetings led to the development of a critical service-learning model – the WECARE model – that can help to strengthen teacher education programs’ ability to facilitate more equitable outcomes among partners of critical service-learning programs.