ItemArm candy activism : barriers and opportunities for women leading social movement organizations in Canada(2021-07-06) Lake, Chris-AnnThis qualitative study explores and documents the lived experiences of women who are leading social movement organizations in Canada. It gives context to their work within the established sectors and broader movements they are a part of, while highlighting the barriers and opportunities they are currently facing in their work. Their experiences also shed light on the unique barriers that have been exacerbated during the COVID-19 global pandemic, and the unique opportunities made visible because of the current political climate in Canada and beyond. ItemStories of the spiritual : a collection of interviews of diverse youth(2020-05-26) Lloyd, China ItemRebuilding Our THEE LELUM ~ Collaboratively Moving Forward ~ YÁ ȽTE SE ŚELŚ TEṈ (we're going for a walk) ~ Developing Stewardship Framework Together : ÍY SC̸ÁĆEL ~ transforming ourselves to greet and embrace this new day; Steps to Lifelong Learning by asking: where do we start?(2019-11-27) George, Charlene ItemAccessibility of Metro Vancouver fire personnel following a damaging earthquake(2018-10-11) Traviss, Steve ItemSeeking transparency : teachers’ understanding of transgender youth within school district #42 Maple Ridge/Pitt Meadows(2018-05-02) Ferguson, KathrynThis research project explores teachers’ understandings of transgender students’ needs, support networks, and integration into the public high school system within School District #42: Maple Ridge/Pitt Meadows. Specifically, research addressed the institutional expectations and personal and professional pre-conceptions teachers have with regards to creating an inclusive school culture for transgender youth. Qualitative interviews were conducted to ascertain educators’ awareness of LGBTQ inclusive district and Ministry of Education policy and teachers,’ assessment of how inclusive their respective schools were, and an examination of the barriers impeding teachers from building safe spaces for trans youth. While most teachers acknowledged improvement in their schools’ acceptance of transgender students, there are many gaps apparent in universal understanding. Teachers are unclear of how to best accommodate and include trans youth within the exhaustive and changing curriculum, classroom practice and parental involvement, and general framework of their institutional environment which places impetus on administration to lead inclusion directives. Celebration of LGBTQ youth was evident at all high schools; however, a move from celebration to full inclusion has yet to occur. The interview findings also revealed a lack of professional development for educators that specifically pertains to supporting transgender students. Teachers are left somewhat stalled in moving toward a truly inclusive school culture that honours transgender students.