Emily Milne

Bio: Emily Milne is an academic researcher from MacEwan University. The author has contributed to research in topics: Indigenous & Indigenous education. The author has an hindex of 8, co-authored 23 publications receiving 168 citations. Previous affiliations of Emily Milne include University of Waterloo.

Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

Abstract: 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 Metis) 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.

Schools, Cultural Mobility, and Social Reproduction: The Case of Progressive Discipline

Abstract: 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. Resume : En s’appuyant sur une etude de cas de mesures disciplinaires progressives (MDP), cet article pose la question : Comment une plus grande discretion, souplesse et participation des parents influent sur la mise en pratique de la politique scolaire ? Quelles sont les consequences de ces mesures ? Les MDP font partie d’une serie de changements qui repondent aux besoins scolaires et sociaux individualises des eleves, tout en formalisant la participation accrue des parents. A partir de quarante-quatre entretiens avec des membres du personnel œuvrant dans des ecoles, nous constatons que les MDP ont le potentiel d’ameliorer les habiletes sociales et comportementales des eleves. Pourtant, les educateurs sont incapables de composer de facon satisfaisante avec les parents jouissant d’un statut socio-economique plus eleve. Selon les membres du personnel interviewes, il est plus probable que les parents de statut socio-economique plus eleve participent plus activement au suivi disciplinaire, confrontent et menacent le personnel de l’ecole et negocient des solutions disciplinaires plus favorables pour leurs enfants. Notre article contribue a la theorie du capital culturel en observant comment les familles de statut socio-economique plus eleve exploitent des « espaces discretionnaires » (c’est a dire, les possibilites qui permettent aux parents d’ameliorer les resultats sociaux, academiques ou disciplinaires de leur enfant) dans les organisations scolaires.

'I have the worst fear of teachers': moments of inclusion and exclusion in family/school relationships among indigenous families in southern Ontario

Abstract: 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 Metis) 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. Les relations etroites entre les familles et les ecoles, et notamment leurs buts communs et leur confiance partagee, facilitent la reussite des etudiants. Toutefois, au sein des populations autochtones, ces liens sont pour la plupart rompus en raison des consequences des pensionnats scolaires et des pratiques educatives d'assimilation. Cette etude s'appuie sur des entretiens avec 50 parents et educateurs issus de populations autochtones (principalement celles d'Haudenosaunee, d'Anishinaabe et de Metis) et non autochtones pour etudier la maniere dont les questions de classe et de race affectent les interactions entre les enseignants et les parents issus de populations autochtones. Ces entretiens montrent que le passe discriminatoire des ecoles envers les peuples autochtones a eu des repercussions differentes sur les relations famille/ecole, selon qu'il s'agisse de parents issus de la classe moyenne ou de parents issus d'un milieu pauvre. Les parents issus de la classe moyenne ont renforce leurs liens avec l'ecole alors que les parents des classes inferieures tendent a se desengager du fait de leur experience scolaire negative.

The institutionalization of symbolic interactionism in Canadian sociology, 1992-1979: success at what cost?

Abstract: This essay examines the growth of symbolic interactionism (SI) as a specialization in English-language Canadian sociology, 1922–1979. We do not focus on theoretical and/or methodological developments. Rather, we document three empirical indicators of the institutionalization of SI: faculty members hired, research published, and SI-receptive programs established. We find that Canadian sociologists institutionalized SI in two phases. From 1922 to 1959, SI institutionalized slowly. There were few SI “core” faculty and scarcely more “SI-accommodative” faculty. Little SI-based literature was published. McGill had Canada’s only SI-friendly program. After 1960, SI grew rapidly and, by 1979, was well institutionalized: over ninety SI and SI-accommodative faculty had been hired, SI literature (journal articles, textbooks) was commonplace. Many sociology departments offered an SI-accommodative program. Sometime in the 1980s, classical SI began to “de-institutionalize.” Ironically, as SI’s footprint grew and influence spread, it appeared to become less discernable, less coherent and less viable as a distinct and unified approach.

Sex and gender-based analysis in pharmacy practice research: A scoping review

Abstract: Background 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. Method Scoping review of English-language studies identified through MEDLINE, Embase, International Pharmacy Abstracts (IPA), and CINAHL (inception to Jan 2014). Two raters independently screened citations to identify titles and abstracts that included key words related to sex or gender and studies that could be categorized as pharmacy practice research. One author extracted data from included studies related to study design, population, intervention/exposure and outcomes, with results reviewed by another. All authors reviewed eligible articles to categorize them based on a previously-developed typology, and to assess four criteria: 1) the inclusion of sex or gender in research objectives, 2) the depth of sex/gender analysis incorporated into study designs and reporting, 3) the inclusion of sex or gender considerations in interpretation of study results, 4) the intentional and accurate use of sex/gender language. Results Of 458 unique search results, only six articles met the inclusion criteria. Two of these six publications included sex/gender considerations in a model consistent with sex/gender based analysis as described by Hammarstrom. Three of the six studies inaccurately applied sex and gender terminology, whereas the two studies that featured sex or gender in their primary research question did use these terms appropriately. Conclusion Despite increasing attention on the need for considering sex and gender,, there was a paucity of pharmacy practice research publications that conducted SGBA. This presents an opportunity to explore sex, gender and intersectionality when pursuing studies that explore the impact of pharmacists interventions on patient outcomes.