PRISM :: Browsing by Author "Jubas, Kaela"

Browsing by Author "Jubas, Kaela"

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Open Access
Adult Immigrants Seeking Entry into the Trades in Rural Alberta: Navigating the Processes of Credentialing and Re-credentialing
(2018-07-05) Ross, Douglas Robert; Jubas, Kaela; Roy, Sylvie; Simmons, Marlon; Sewell, H. Douglas; Sawchuk, Peter H.; Lock, Jennifer
The purpose of this case study is to explore a sample of international power engineering students' experiences and perceptions to get a better understanding of the individual and collective strategies adopted to navigate the post-migration transition to the Canadian labour market. Along with document analysis, this thesis analyzes data gained through personal interviews and a focus group with 14 international power engineering students, with the intention of gathering input from their experiences and perceptions of (re-)credentialing to realize successful labour market entry. This thesis offers an analysis of (re-)credentialing as a contested space amidst a process of negotiating an arbitrarily imposed re-training regime. With a sociocultural framework that considers the earlier writings of Lev Vygotsky in support of the contemporary concepts of Pierre Bourdieu, the findings suggest the need for more support of mediated learning experiences to promote abilities to process new and complicated symbolic representations linked to labour market entry requirements. The findings also indicate the profound influence of a field-habitus clash on successful entry to occupations of choice.
Open Access
Building a pedagogy of critical curiosity in professional education: The power of popular culture in the classroom
(FPCEUC - Faculty of Psychology and Education Sciences, University of Coimbra, Portugal CEAD - Centre for the Research on Adult Education and Community Intervention (CEAD), University of Algarve, Portugal ESREA - European Society for Research on the Education of Adults, 2020-01) Jubas, Kaela; Ofori-Atta, Eric; Ross, Sherri
Open Access
Community College Instructors and Race: Learning about Teaching a Dimension of Diversity
(2016) Cooper, John Edward Charles; Jubas, Kaela; Guo, Shibao; Lund, Darren; Simmons, Marlon; Brigham, Susan Mary
The purpose of this qualitative case study was to examine community college teachers’ perceptions of racial diversity through their day-to-day interactions with students, other faculty, and the school administration. As the researcher and a part-time faculty member of a community college, I conducted interviews with seven participants from the college where I am employed, and also asked participants to engage in six weeks of journaling. Additional research included a document review of more than 550 course outlines, researching them for inclusion of racial diversity components, as well as keeping my own personal journal. My research questions focused on defining and understanding racial diversity, challenges within the classroom, addressing issues of racial diversity in a learning environment and the development and delivery of diversity-focused curriculum. Based on my data analysis, four key findings emerged: racial diversity in the classroom is difficult to define and embrace; addressing racial diversity issues is challenging for educators; faculty need administrative support to embrace diversity; and the development and delivery of a more diversity-focused curriculum is necessary. I concluded that educators are challenged by racial diversity in the classroom environment, resources to understand and embrace racial diversity are not always present or accessible, and more action must be taken to support faculty in the development and delivery of diversity-focused curriculum.
Open Access
Developing a Pedagogy of Critical Curiosity in Professional Education
(Canadian Association for the Study of Adult Education (CASAE), 2019-06-01) Jubas, Kaela
In this paper, I present what I call critical curiosity, which I employ in a study exploring the benefits of incorporating popular culture into professional education to foster and deepen learning about core concepts or theories and contentious or “difficult” issues related to developing practice. After outlining perspectives on curiosity and connecting it to adult education and learning, I consider how popular culture can be brought into the professional education classroom as a resource to foster the quality of critical curiosity.
Open Access
Exploring Professional Identity Development in Medical Laboratory Professional Students
(2020-04-28) Hardy, Gregory Scott; Chapman, Olive; Jubas, Kaela; Rankin, Janet M.
Despite being the fourth largest health profession in Canada, medical laboratory science is perhaps one of the most poorly studied and underrepresented health care fields. While substantial research exists surrounding more well-known health care professions like nursing and medicine, there has been a minimal exploration of the sociological, cultural, and educational aspects of the medical laboratory profession in Canada. Given educational programs and clinical experiences are central to professional socialization processes and professional identity formation in health care professions, this research explores this process in a cohort of medical laboratory science students in the province of Newfoundland and Labrador, Canada. Drawing from a conceptualization of professional identity development as a form of learning shaped through cognitive, emotional, and social dimensions of lived experience, I explored the individual and professional experiences of students in a contemporary medical laboratory training program. Utilizing a case study approach, the study focused on the experiences that occurred during students’ first substantive encounter with a clinical laboratory environment and evaluated how the clinical practicum served to affect their professional identity development, perspectives of the field, and view of the medical laboratory profession in a transformative way. Consistent with research in other health-related fields, findings indicated that clinical practicum serves as a particularly important transitional and transformational period for student medical laboratory professionals and is a time in which they reflect upon their attitudes, behaviours, roles, and experiences. This research concluded that exposure to the clinical realm serves to affect their sense of professional identity in meaningful ways.
Open Access
Extemporaneous Lessons on Place, Space, and Identity: Graffiti as a Pedagogical Disruption
(University of Saskatchewan, 2019-06) Jubas, Kaela; Lenters, Kimberly
In this interdisciplinary article, we employ scholarship from educational studies, cultural studies, geography, and sociology. We use graffiti texts we have encountered ourselves in places where we have lived or visited as examples of how graffiti becomes pedagogical. Theoretically, the concepts of public pedagogy, new mobilities, and affect theory — notably Sara Ahmed’s ideas — complement Doreen Massey’s ideas about place, space, and identity, and are cornerstones of our framework. As we consider them, pedagogy and learning are multidimensional processes, which involve intellect or cognition, affect or emotion, sensation, and perception. Place, space, and identity are taken up as sociomaterial phenomena, whose meanings develop as people, texts, physical structures, and various cultural artifacts come into contact with one another and with ideologies about what is (ab)normal and (un)desirable that circulate throughout and across societies. In presenting and discussing examples of graffiti texts we have encountered where we live or visit, we identify three pedagogical purposes that graffiti artists might employ: contemplation, reflection, and action. We close by considering implications for teaching and learning across disciplines, age groups, and context.
Open Access
Factors that Affect the Retention of Female Apprentices
(2015-04-24) Skulmoski, Lukas Kane; Jubas, Kaela
The purpose of this study is to help uncover reasons for women’s low participation rates in the field of skilled trades and apprenticeship in Canada. This thesis analyzes data gained through life history interviews with six recently graduated female apprentices, with the objective being to gain their insights on which experiences and factors may have helped contribute to their successes. This thesis offers an analysis of apprenticeship as a gendered space and process of work-related learning. Framed by concepts developed by Pierre Bourdieu, the findings suggest that the structure of the field of skilled trades and apprenticeship acts to reproduce gender through expected, or “taken-for-granted” characteristics of successful apprentices. The findings also depict skilled trades and apprenticeship as a field dominated by men and masculinity, but one in which the female apprentice can successfully practice by exhibiting a culturally-appropriate vocational habitus while maximizing field-specific capitals.
Open Access
Feeling My Way Through Gendered and Racialized Spaces: Lessons from a Local Football Advertisement
(Canadian Association for the Study of Adult Education, 2020-04-01) Jubas, Kaela
In this article, I present my analysis of an advertisement for a local professional football team. Central premises here include the conceptualization of adult learning as occurring holistically in the course of everyday encounters, and Sara Ahmed’s thoughts on the social function of affect, especially happiness or “good feeling.” I draw, too, on Gillian Rose’s writing on visual methods, particularly the semiotic and psychoanalytic approaches that fit especially well with Ahmed’s ideas. I explore how the advertisement’s representation of gender and race work affectively with and for its viewers to tap into both human impulses and hegemonic ideologies. This analysis contributes to scholarship in adult education, especially for those who take up the multidimensionality of learning and who underpin their work with an emphasis on social justice.
Open Access
From Intellectual Mobility to Transnational Professional Space: Experiences of Internationally Educated Chinese Academic Returnees
(2018-07-05) Lei, Ling; Guo, Shibao; Roessingh, Hetty; Jubas, Kaela; Koh, Kim H.
Transnational migration brings to the fore the various connections migrants maintain with their home and sojourn countries. This study explores, within the transnational professional space, how internationally educated Chinese academic returnees maintain transnational professional ties and networks with their host countries of doctoral studies for their academic growth, and the impacts of such networks. This study employs the methodology of a qualitative case study of 12 internationally educated Chinese academics from the social sciences and humanities within three higher education institutions in Beijing, China. It confirms the significance of meso-level institutions, communities and networks in shaping returnee teachers’ academic growth, highlighting issues of access to multiple transnational communities of practice, the quality of the institutional platform and the availability of occupational space. It concludes that Chinese academic returnees have formed a virtual transnational diaspora, and contributed to strengthening the inter-dependence of academics across borders in academic and research collaboration.
Open Access
Hopefulness, solidarity, and determination for Me Too: Impacts of a globalized social movement on female post-secondary students’ emerging professional identities and aspirations
(FPCEUC - Faculty of Psychology and Education Sciences, University of Coimbra, Portugal CEAD - Centre for the Research on Adult Education and Community Intervention (CEAD), University of Algarve, Portugal ESREA - European Society for Research on the Education of Adults, 2020-01) Jubas, Kaela; Jarvis, Christine; McMahon, Grainne
Open Access
Information Literacy Practices and Scientific Publishing: An Exploration of Discourse about Knowledge Work
(2024-08-29) Luke-Killam, Anya; Roy, Sylvie; Jubas, Kaela; Kawalilak, Colleen; Brown, Barbara; Le Bouthillier, Josée
This study investigated information literacy practices at a non-profit research organization in the United States of America. The specific goal of this study was to explore individuals’ information experiences as they coordinate the scientific publishing process. Of particular interest were the discourses and language-based interactions of those responsible for complying with a United States federal policy that mandates public access to the published results of government-funded research. This study addressed a gap in the literature by considering how information literacy practices are socially enacted within the context of archiving peer-reviewed manuscripts in an online repository of scientific research. Adopting a qualitative case study research design, the investigation used a discourse analytic approach to examine data collected through document review, a focus group, and workplace interviews. The study findings suggested that a number of organizational narratives and institutional norms interrelate and shape the collaborative practices associated with the development and dissemination of scientific publications.
Open Access
Learning Through Engaging in Women in Trades Introductory Programs
(2022-11-10) Skulmoski, Lukas Kane; Jubas, Kaela; Guo, Shibao; Simmons, Marlon
Framed by my interest in gender and work-related learning as viewed through a critical realist lens, and using a theoretical framework rooted in the sociological theorizing of Pierre Bourdieu, the case study described in this document examines what 13 participants in a women in trades introductory program (WiTIP) learned through their engagement in the program, and how they related that learning to their prior learning experiences. Analysis of participants’ descriptions of their WiTIP experiences, collected via semi-structured interviews, provides insights into why WiTIPs attendees rarely go on to enroll in apprenticeships upon program completion. Findings indicate that participants found themselves in an adult education program that turned out to be quite unlike what they had hoped for, yet one that still saw them learn a great deal. Though they reported being segregated from the real-life apprenticeship practices going on around them, which reinforced in them the longstanding social idea or, in Bourdieu’s terms, doxa, that women do not, and cannot, embody a skilled trades vocational habitus, their stories also indicate that the emotions elicited by their experiences in the program, many of which were negative, helped them learn a great deal about themselves, adult educational programming, and the broader social world.
Open Access
Meaningfully Becoming and Learning to Be: Graduate Learners' Professional Identity Development in Online Learning Communities
(2016) Warrell, Jacqueline Genevieve; Kawalilak, Colleen; Jacobsen, Michele; Jubas, Kaela
Graduate study is a period of navigating new and changing professional roles, expectations, and attitudes. It is a time of becoming and learning to be, and for forming a greater sense of self. Opportunities for graduate learners to interact with others in their chosen profession play a role in professional identity development. In today’s digitally connected world, graduate learners are increasingly using online social networking sites (SNSs) to connect and interact with colleagues and to participate in online learning communities. This qualitative study explored graduate learners’ informal learning and professional identity development in online communities. The study examined meaningful connections, interactions, and learning experiences that contribute to graduate learners’ professional identity development. The researcher explored attitudes toward learning on social networking sites (SNS), along with the benefits, barriers, and opportunities not realized in formal educational settings. Drawing on critical elements of ethnography as a methodology, data was collected through field observations, online posts, and participant interviews. The researcher observed and collected posts from five online learning communities on the popular SNSs: Facebook, Twitter, and LinkedIn. Additionally, 11 interviews were conducted with current learners or recently graduated learners of master’s and doctoral programs who participated in the online learning communities. Wenger’s (1998) communities of practice framework (CoPs) provided the theoretical foundation for this study and guided data analysis. Wenger’s broad framework of social learning in CoPs, includes four aspects: meaning, practice, community, and identity. The findings suggested that Facebook Groups, LinkedIn Groups and Twitter Chats are legitimate spaces for informal learning and identity development. Professional identity development was deeply tied to what was meaningfully felt, experienced, and learnt by graduate learners. The study includes an alternate perspective for exploring professional identity development, examining individual experience over task completion. The research suggested that Wenger’s broader framework of social learning (meaning, practice, community, identity) provides a solid foundation for understanding professional identity development in online learning communities. The study offers considerations for the practice of adult education and learning to graduate learners and adult educators about how SNSs may be used to support informal learning and professional identity development.
Open Access
Pathways to Success: A Narrative Inquiry into the Settlement and Integration Experiences of Refugees from Ethiopia in Canada
(2024-04-26) Cherinet, Abinet; Guo, Shibao; Jubas, Kaela; Simmons, Marlon; Wong, Lloyd; Entigar, Katherine E.
This study explored pathways to success through a narrative inquiry into the settlement and integration experiences of refugees from Ethiopia living in Canada. The study filled an important gap in information that accounted for success by refugees, although there was ample evidence regarding the structural challenges faced by all groups of newcomers in Canada. The end-goal was to develop a deeper understanding into how adult learning could be tailored to meet the needs of refugees and possibly other groups of newcomers. The theoretical frameworks that guided this study included insights about the role of agency, structure, and lifelong learning primarily through the scholarly contributions by Pierre Bourdieu, Anthony Giddens, and Peter Jarvis. Additionally, the study included insights by multiple scholars who explored the settlement and integration experiences of newcomers in Canada. The narrative data was collected through conversational interviews with the participants. Afterwards, the data was transcribed, analyzed, and stored in consideration of ethical practices. The study revealed multiple perspectives on the meaning of success based on insights shared by the participants. Notably, all of the participants attributed their agency as the primary factor in pathways to success, despite multiple structural barriers throughout settlement and integration in Canada. Still, the participants acknowledged the merits of structural and social support. Conclusively, lifelong learning played a key role to enhance agency.
Open Access
Pros and Cons: Negotiating Value in Blog Culture
(2016) Gaden Jones, Georgia; Bakardjieva, Maria; Mitchell, David; Redden, Joanna; Jubas, Kaela; Rak, Julie
An analysis of conversations with bloggers in both focus groups and interviews as well as a decade-long observation of blogging culture informs this exploration of the ways in which bloggers discursively construct value, and the contingencies of these constructions. The goal was to examine which characteristics and behaviors emerged as privileged and valued and those which were not, extrapolating these visions of value to broader social and cultural contexts where self-documentation and public presentations of self via social media are increasingly prevalent. The participants in this study took up multiple, complex and often intersecting discourses of value. Value operated in understandings of textual conventions and standards; of the norms and potential of blogging as a technology of the self (Foucault, 1988); as social and cultural capital (Bourdieu, 1986) and subcultural capital (Thornton, 1997); in the ‘scene’ (Irwin, 1977) of blogging culture; and as economic value. In this context, tensions emerge where constructions of authenticity operate as both hallmarks of independence and strategies for monetization and professional progress; and the individual quest for meaning and self-care is situated in a cultural context where usefulness (to others) and validation (from others) often shape visions of value.
Open Access
Public pedagogy as border-crossing: How Canadian fans learn about health care from American TV
(Taylor & Francis, 2020-01) Jubas, Kaela; Johnston, Dawn; Chiang, Angie
This article discusses a research project about the pedagogical function of popular culture for adult audience members. We used the medical drama Grey’s Anatomy to investigate how American cultural texts cross the national border with Canada to inform what is seen as a distinctly Canadian social policy framework. Using Grey’s Anatomy as exemplar, we posed three policy-related questions that are raised in the show: Who is seen as the good or deserving patient? Which health care services are seen as desirable and viable? How is health care delivery structured or organized? In responding to these questions, we attend to how Canadian fans related the show’s representations and messages to their experiences with and understandings of health care, both in Canada and in the United States. After confirming that Grey’s Anatomy does function as a sort of teacher, we organize the remainder of our discussion into three sections focused on lessons: lessons about Canadian health care, lessons about American health care, and lessons about cross-border similarities.
Open Access
The Effects of Time and Space on Developing Lifelong Learners in One Short-Term Travel Study Program
(2016) Stowe, Lisa; Guo, Shibao; Jubas, Kaela; Kawalilak, Colleen; Reid, Leslie
Short term travel study programs of six weeks or less are the fastest growing study abroad programs in Canada but the least researched. The research that does exist offers little in the way of understanding how the role of the compression of time and the expansion of space, two characteristics of the shorter term programs, affect student learning. This dissertation is a qualitative interpretive case study exploring the unique learning that took place in one University of Calgary short term program, 2011 Food Culture in Spain. Through one to one open ended interviews with 12 participants, focus groups with those same participants, document analysis, key informant interviews and a personal observation journal, my research concludes that the emphasis on group dynamics affects the way students see themselves as learners. In this particular short term program interpersonal culture shock as a form of disjuncture encouraged students to see themselves as lifelong learners in a complex and globalized world. The results from this case study can help educators understand how emotional and holistic learning can help develop lifelong learning characteristics amongst 21st century post-secondary undergraduates.
Open Access
The Transition of the Practitioner to the Instructor: Exploring the Possibility of Transformative Learning of Former Police Officers Who Have Become College Justice Studies Instructors
(2018-07-23) Urasaki, Jim Masaya; Jubas, Kaela; Danyluk, Patricia J.; Patterson, Margaret; Burns, Amy M.; Etmanski, Catherine
In this qualitative case study, I explored the learning experiences of individuals who have moved from a career in policing to a career in the post-secondary sector. Transformative learning theory as described by Mezirow (1978, 1981, 1996, 1997, 2000, 2003) is a useful paradigm to explore the experience of individuals going through this period of transition, especially when Illeris’ (2009, 2014a, 2014b, 2014c) focus on socially contextualized identity construction is added into the framework. In relation to my findings, I discuss insights into the development of new perspectives and roles that characterize the transformative process experienced by individuals who left their policing jobs to become justice studies instructors. In interviews with 12 participants and a brief review of curricular documents, I found that transformative learning can result in a change in identity while allowing for the maintenance of core identity. After presenting these findings, I close with a discussion of implications of this inquiry for professional programs and instructors in them in the college sector, as well as contributions to the continued development of the transformative learning framework.
Open Access
Understanding Empathic Engagement of a Fourth-Year Nursing Student Through Narrative Inquiry
(2019-05-02) Sealock, Kara; Jubas, Kaela; Groen, Janet Elizabeth; Rosenal, Tom W.
There has been substantial research on empathy and the components of empathy for nursing education and nursing practice (Alligood, 1992; 2007; Evans et al., 1998; Gagan, 1983; Kalisch, 1973; Kunyk & Olson, 2001; Morse et al., 1992; Ward, 2016; Ward et al., 2012) but very little research has addressed how students come to understand empathic engagement, a social phenomenon of human connection. Empathic engagement is a liminal relational experience, based on the principles of empathy and humanistic values that leads to a spatiotemporal phenomenon of human interconnectedness. Empathic engagement moves beyond feeling empathy for a person, beyond empathic concern and elements of cognitive empathy. In this study, I explored explore how fourth-year nursing students come to understand and recognize empathic engagement in their work and how students make meaning from this unique phenomenon in nursing practice. This study used narrative inquiry by way of written and visual narratives, followed by a face-to-face semi-structured conversation between the participant and the researcher about the participant’s experience. “Humans are story-telling organisms who, individually and socially, lead storied lives” (Connelly & Clandinin, 1990, p. 2). The use of narratives enabled participants to express his or her constructed and objective reality and to articulate “the temporality and liminality of human beings’ interpretation of their lives” (Sandelowski, 1991, p. 161). Fulford (1999) notes, “stories are how we explain, how we teach, how we entertain ourselves, and how we often do all three at once” (p. 9). The outcomes of this study introduced four phases of empathic engagement and will add new knowledge to nursing curricula addressing humanistic values of nursing practice.
Open Access
Understanding the Experiences of New Professional Social Workers with a History of Mental Health Concerns
(2016-01-08) Hickey, Jamie Lynn; Ngo, Hieu; McLuckie, Alan; Jubas, Kaela
Today, for new social work professionals with a history of mental health concerns, the process of professional development and the demands of practice can present several challenges; however, little research exists on how previous mental health experience may impact professional development. This thesis explores the experience of professional identity development of new social work practitioners (N=4) with a history of mental health challenges using Jonathan Smith’s Interpretative Phenomenological Analysis. Results include detailed descriptions of the experience of professional identity development and participant insights into areas where social work practice may be improved. Following the results is a discussion of the research implications, including a proposed framework for professional identity development for new social work practitioners with a history of mental health challenges.