Browsing by Author "Adams, Jennifer Dawn"

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    A Critical Exploration of Natural Playgrounds in Calgary, Alberta
    (2023-07) Lowan-Trudeau, Kathleen Miho; Monteyne, David Patrick; Keough, Noel Gerard; Adams, Jennifer Dawn; Fox, Mikus Kristoffer; Blue, Gwendolyn Gail; Dyment, Janet
    Growing concerns surrounding children’s changing socioenvironmental contexts, such as the increasing impacts of urbanization and decreases in unstructured outdoor play, have led to the emergence of an intentional movement to increase natural play spaces. Among the variety of natural play space initiatives are natural playgrounds: play spaces that encompass a wide variety of interpretations, but generally involve the intentional incorporation of natural features and materials into the playground. Research on natural playgrounds has increased; however, several areas of inquiry remain, including a need for increased understanding of children’s perspectives on natural playground sites and more critical considerations of the complexities surrounding these spaces. In this qualitative study, I explore several areas of inquiry in relation to natural playgrounds in Calgary, Alberta. These areas of inquiry include play affordances, issues of accessibility and inclusivity, concepts of nature and sustainability, and settler colonialism in relation to natural playground development and usage in Calgary, Alberta. This study focuses on the development and usage of five natural playground sites. Primary research methods include online and mobile/walking interviews with 44 natural playgrounds users (e.g., children and caregivers) and seven playground developers (e.g., designers). This study is theoretically informed by political ecology, concepts of nature, and play affordances. Findings from this study are presented in a manuscript-based dissertation, which comprises four manuscripts along with two introductory chapters and a conclusion.
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    Stories in Relation to Power and Privilege: The Experiences of Racialized Students in STEM Education at a Western Canadian University
    (2022-08-10) Turner, Kristal Louise; Adams, Jennifer Dawn; Eaton, Sarah Elaine; Steinberg, Shirley
    The experience of racialized students in university is an area that is not well understood in Canada, due to the lack of data on experience and concerns brought up by racialized students today. Postsecondary education is a time of transition and critical identity development, and identity can be a beneficial lens to understand racialized student experience in postsecondary education. The purpose of this research aims to bring attention to the experiences of racialized students in terms of the racism, lack of safety, profiling, and microaggressions they still face. The methodology used was qualitative, specifically ethnography. There were 132 survey respondents and 10 personal interviews conducted with STEM students in the undergraduate and graduate program who identified as racialized or a visible minority. In the analysis chapter, the survey and interview data are used to determine overarching themes that can then be used to improve the supports and experience of racialized students. Five themes were noted as common narratives during the data analysis: Representation/Recognition, Emotional Labour and Emotionality in Science, Safe Spaces, Geographical and Historical Identity, and Navigating University Norms. These themes are then used to offer some insights and interpretations that can be used to improve the experiences of racialized students.
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    Transdisciplinarity in STEM Education: A Critical Review
    (2020-04-12) Takeuchi, Miwa A.; Sengupta, Pratim; Shanahan, Marie Claire; Adams, Jennifer Dawn; Hachem, Maryam
    Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualize learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geo-spatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalized forces — overtly and implicitly — shape what counts as STEM education research, including its goals and conceptualizations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse.