Browsing by Author "Milne, Emily"

Now showing 1 - 20 of 24
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    A reflection on gaining work experience as a student: an uphill journey
    (2022) Blake-Collins, Alivia; Milne, Emily
    Reflecting on past learnings is an excellent way of understanding personal goals and overall self. This understanding is beneficial as it allows for individuals to conclude on decisions and better a variety of skills. The purpose of this critical reflection is to ponder on all experience, information, and skills gained throughout this university term. This process will be done using past journal entries and tasks demonstrating growth and personal opinions throughout this term, ultimately leading to conclusions on topics such as future employment goals. Throughout this term, I have narrowed my employment goals, broadened essential skills, and gained a detailed understanding of teamwork.
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    A tale of two policies: the case of school discipline in an Ontario school board
    (2017) Milne, Emily; Aurini, Janice
    This study examines how staff working for one Ontario school board perceive two distinct approaches to school discipline policy: the Safe Schools Act (Bill 81) and Progressive Discipline and School Safety (Bill 212). The more centrally controlled and rigid Safe Schools Act was criticized by interviewees and cited for human rights violations. However, the inherent flexibility and vagueness of the Progressive Discipline policy that replaced it was seen to lead to inconsistent policy implementation and unequal outcomes for students. This paper considers the broader implications of policies that are “tightly coupled” or “loosely coupled” in terms of teachers’ professional discretion, accountability, and student outcomes.
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    Advocating for worker's rights
    (2022) Abdullahi, Hala; Benko, Gertrude; Odegarden, Abby; Roberts, Adele; Robinson, Natasha; Milne, Emily
    This report displays important key concepts relevant to the understanding of workers rights and the inequalities minorities face. Discrimination can be found in various forms that are not always easily detectable, especially in the workplace. People of colour face blatant discrimination in the form of stereotyping, prejudice, and other biases that affect their access to resources and opportunities. The purpose of this project is to highlight resources that are specifically geared towards minority groups within the Greater Sudbury and Northeastern Ontario regions. By making resources more well-known through the use of resource maps and community reports, it is our hope that it will ease one of the many burdens people of colour face.
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    Advocating for worker's rights
    (2022) Abdullahi, Hala; Benko, Gertrude; Odegarden, Abby; Roberts, Adele; Robinson, Natasha; Milne, Emily
    This report displays important key concepts relevant to the understanding of workers rights and the inequalities minorities face. Discrimination can be found in various forms that are not always easily detectable, especially in the workplace. People of colour face blatant discrimination in the form of stereotyping, prejudice, and other biases that affect their access to resources and opportunities. The purpose of this project is to highlight resources that are specifically geared towards minority groups within the Greater Sudbury and Northeastern Ontario regions. By making resources more well-known through the use of resource maps and community reports, it is our hope that it will ease one of the many burdens people of colour face.
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    “Alignment-Plus”: alignment with schooling requirements and cultural-bridging among indigenous middle-class parents
    (2019) Milne, Emily; Wotherspoon, Terry
    Education research demonstrates that positive and trusting family/school relationships support academic achievement but for many Indigenous parents in Canada legacies of residential schooling have made it difficult to develop strong bonds with schools and teachers. Drawing on interviews with 69 Indigenous parents and eight non-Indigenous parents of children who identify as Indigenous from two Canadian provinces, this study explores the intersection between family/school relationships and social class, and highlights distinct ways that middle-class Indigenous parents are involved in schooling. Shifting from a “deficit” approach to a “strength based” approach highlights existing resources and capacities among those who are comfortable and familiar with navigating the education system while also creating prospects to build on that capacity to empower others who are less familiar/comfortable.
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    “Errors were made:” public attitudes regarding reconciliation and education in Canada
    (2021) Wotherspoon, Terry; Milne, Emily
    The 2015 release of the final report of the Truth and Reconciliation Commission of Canada accelerated the extensive range of educational activities across Canadian jurisdictions dedicated to updating curricula and supporting Indigenous students. How have these initiatives affected educational practices and more general understandings about Indigenous-settler relations? Drawing on data from a survey of public perspectives on education and reconciliation conducted in Alberta and Saskatchewan, this paper addresses the question: What are the current public attitudes regarding reconciliation overall and within Alberta and Saskatchewan schools? We explore these perspectives by highlighting two contrasting orientations – one in which reconciliation is accepted as a form of peaceful coexistence within existing settler colonial frameworks and another in which liberal discourses as well as more openly racist stances serve as a form of democratic colonization that further reinforce those frameworks.
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    Exploring definitions of Indigenous student success
    (2022) Milne, Emily; Wotherspoon, Terry
    Bringing together twenty-one articles written by experts, Social Inequality in Canada explores the many dimensions of social disadvantage and injustice that exist in this country today. Beginning with a thorough examination of structural inequality issues before moving on to address the wide-ranging impact that social inequality can have, the text presents students with a comprehensive overview of both the persistent patterns of inequality as well as the progress that has been made.
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    From the guest editors: Canadian perspectives on and applications of applied sociology in Canada
    (2021) Milne, Emily; Cumming, Sara J.
    Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.
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    'I have the worst fear of teachers': moments of inclusion and exclusion in family/school relationships among indigenous families in southern Ontario
    (2016) Milne, Emily
    Student success is facilitated by strong bonds between families and schools, including a shared sense of purpose and mutual trust. However, for Indigenous peoples these relationships are often broken, undermined by the legacy of residential schooling and assimilative educational practices. Drawing on interviews with 50 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators, this paper examines the ways in which issues of class and race shape interactions between teachers and Indigenous parents. The interviews reveal that legacies of racial discrimination against Indigenous peoples in schooling affect family/school relations among middle-class (MC) and lower-class (LC) parents in different ways. MC parents intensify relations with the school while, in comparison, LC parents tend to disengage as a consequence of their negative schooling experiences.
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    Implementing Indigenous education policy directives in Ontario Public Schools: experiences, challenges and successful practices
    (2017) Milne, Emily
    The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.
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    Incorporating sex, gender and vulnerable populations in a large multisite health research programme: the Ontario Pharmacy Evidence Network as a case study
    (2017) Cooke, Martin; Waite, Nancy; Cook, Katie; Milne, Emily; Chang, Feng; McCarthy, Lisa; Sproule, Beth
    Funders now frequently require that sex and gender be considered in research programmes, but provide little guidance about how this can be accomplished, especially in large research programmes. The purpose of this study is to present and evaluate a model for promoting sex- and gender-based analysis (SGBA) in a large health service research programme, the Ontario Pharmacy Evidence Network (OPEN).
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    “It’s not just helping your kid with homework anymore”: the challenges of aligning education policy with parents and teachers
    (2019) Hillier, Cathlene; Milne, Emily; Aurini, Janice
    Education policy is intended to be adopted by stakeholders, yet high-level policies may not reflect reality at home or school. This article draws on interviews with 127 teachers and parents of children in Grades 1–3 to examine the degree to which they align with Ontario’s Ministry of Education parent engagement policy. We demonstrate how perceptions of parent engagement differ by role (teacher and parent), priorities (universalistic vs. particularistic), and parents’ social class background (working and middle class). We consider the challenges of promoting policies targeted at supporting good parenting practices.
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    Les effets des programmes d’été de littératie : les théories d’opportunités d’apprentissage et les élèves 'non-traditionnels' dans les écoles Ontariennes Francophones. [The effects of summer literacy programs: learning opportunity theory and 'non-traditional' students in Ontario French language schools]
    (2015) Davies, Scott; Aurini, Janice; Milne, Emily; Jean-Pierre, Johanne
    According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the “non-traditional” student in Ontario French language schools.
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    Navigating personal, professional, institutional, and relational dimensions of community-engaged research
    (2021) Milne, Emily; Hamilton, Leah K.
    As universities around the world face plunging revenues coupled with rising expenses, many argue that today’s post-secondary sector is in crisis (Anderson et al., 2020). In some regions, budgetary challenges are exacerbated by performance-based funding models that place an increased focus on impacting local economics and communities more broadly (e.g., Blue Ribbon Panel on Alberta’s Finances, 2019). In response to growing public, personal, and institutional demands for post-secondary institutions to improve their relevance and impact, increasing numbers of academics are pursuing community-engaged approaches to their research. In this paper, two Canadian researchers provide a collaborative autoethnographic account that reflects on and examines their experiences with meaningful and authentic community-engaged research partnerships. The authors explore themes associated with navigating personal, professional, institutional, and relational dimensions of faculty community engagement. In doing so, they draw on and present a modified version of Wade and Demb’s (2009; Demb & Wade, 2012) faculty engagement model that includes relational factors informed by Bringle and Hatcher’s (2002) theoretical framework of relationships. The results of this collaborative autoethnography have broad implications for the practice of research, including implications for work-life balance, tenure and promotion, how service is recognized/categorized, and institutional ethics review board processes.
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    Public schooling and contested public discourses concerning reconciliation
    (2020) Wotherspoon, Terry; Milne, Emily
    The 2015 Truth and Reconciliation Commission final report and accompanying Calls to Action have prompted educational reforms in school jurisdictions across Canada. Drawing on data from a survey of public perspectives in Alberta and Saskatchewan, this article explores how these reforms are understood by community members to highlight the significance of competing discourses conveyed through public perspectives on reconciliation processes. General support for the idea of reconciliation conceals the limited extent to which respondents are willing to engage with important realities of settler colonial societies, embedded within discourses that are more likely to defend than challenge the dominant frameworks within which Indigenous–settler relations have been constituted in the Canadian context.
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    Schools as “really dangerous places” for Indigenous children and youth: schools, child welfare, and contemporary challenges to reconciliation
    (2020) Milne, Emily; Wotherspoon, Terry
    The Truth and Reconciliation Commission of Canada (TRC) final report called attention to the damage induced by government policies and practices and outlined a pathway toward reconciliation in which education and child welfare system reforms play a central role. Drawing from 61 interviews with teachers and parents of Indigenous children in Alberta, this paper addresses the question: what do intersections between schooling and child welfare systems contribute to prospects for meaningful reconciliation between Indigenous and non-Indigenous people in Canada? Findings suggest that, despite formal commitments to acknowledge and address colonial legacies of residential schooling, obligations to fulfill state child welfare and educational objectives continue to situate schools, for many Indigenous families, as “dangerous places.”
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    Schools, cultural mobility and social reproduction: the case of progressive discipline
    (2015) Milne, Emily; Aurini, Janice
    Drawing on a case study of Progressive Discipline (PD), this paper asks: How does greater discretion, flexibility and parent involvement affect the application of school policy? What are the consequences of these conditions? PD is part of a suite of changes that caters to students’ individualized academic and social needs while formalizing increased parent involvement. Drawing on forty-four interviews with school staff members, we find that PD has the potential to enhance students’ social and behaviour literacy. And yet, educators are unable to fully tame higher-SES (Socio-Economic Status) parents. According to our interviewees, higher-SES parents are more likely to participate in disciplinary proceedings, confront and threaten school staff and negotiate more favourable disciplinary outcomes for their children. Our paper contributes to cultural capital theory by examining how higher-SES families exploit “discretionary spaces” (i.e., opportunities that allow parents to improve their child’s social, academic or disciplinary outcomes) in schooling organizations.
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    Sex and gender-based analysis in pharmacy practice research: a scoping review
    (2016) Milne, Emily
    Recognizing the potential effect of sex and gender on health outcomes, there is a shift toward conducting sex and gender-based analysis (SGBA) within health research. However, little is known about the extent to which SGBA has been incorporated into pharmacy practice research. The objective of the review is to understand the extent to which SGBA is included in pharmacy practice research.
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    Sex and gender-based analysis in pharmacy practice research: a scoping review
    (2016) McCarthy, Lisa; Milne, Emily; Waite, Nancy; Cooke, Martin; Cook, Katie; Feng, Chang; Sproule, Beth
    Recognizing the potential effect of sex and gender on health outcomes, there is a shift toward conducting sex and gender-based analysis (SGBA) within health research. However, little is known about the extent to which SGBA has been incorporated into pharmacy practice research. Objectives: to understand the extent to which SGBA is included in pharmacy practice research.
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    Student, parent, and teacher perspectives on reconciliation-related school reforms
    (2022) Milne, Emily; Wotherspoon, Terry
    Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta to explore these questions, drawing on data from interviews and focus groups conducted with 201 Indigenous youth and teachers and parents of Indigenous children. Findings suggest that schools are engaged in innovative activities to introduce knowledge about Indigenous cultures and experiences. Most participants believed, however, that more work is needed to support teachers’ ability to include Indigenous content in classrooms and to increase awareness about Indigenous peoples’ among non-Indigenous students to prevent discrimination. These tensions can undermine schools’ capacities to advance reconciliation.