Graduate Theses & Dissertations

Farmer knowledge exchange about climate change adaptation in the Peterborough region of Southern Ontario
Agricultural adaptation is a significant component of the larger challenge humans face in adapting to the impacts of climate change. There are extensive studies of agricultural adaptation, however little is known about how farmers in Ontario share knowledge about effective adaptation practices. This qualitative research study contributes to the understanding of the educational context within which Ontario farmers meet the demands of extreme weather on their farms. The research investigates how farmers exchange knowledge about climate change adaptation. Eight semi-structured interviews were conducted in the context of a grounded theory research approach and coded according to the systematic design. Results suggest that knowledge transfer is two-fold: farmers adapt to stresses through experimentation and engage in knowledge exchange through informal and non-institutional formal education. This study outlines the mechanisms by which adaptation and knowledge transfer occur. Implications of the research are discussed in relation to academic literature and policy. Author Keywords: agricultural adaptation, Climate change, education, farming, grounded theory research, knowledge exchange
Resistance Revisited
This study examines how student activism around the closure of Peterborough Collegiate and Vocational School (PCVS), an inner-city school in a medium–sized Ontario town has influenced youths’ life experiences, views on power, political engagement, and personal agency. Following a critical narrative methodology, this qualitative study, conducted four to five years after the school closure, focuses on interviews with fourteen participants who were part of the high-school group Raiders in Action and explores both what they learned from their protest and its influence on their lives over the ensuing years. The study identifies the researcher’s subjective position as a teacher and an adult in solidarity with the group’s work. Critical pedagogy, critical youth studies, and feminist approaches inform the researcher’s perspective. This project is inspired by an image of young people as citizens who actively challenge and change educational institutions to create a more participatory democracy in our city, country, continent, planet. Author Keywords: critical pedagogy, critical youth resistance, neoliberalism, school closure, student activism, youth organizing

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