Research Officer

Job Opportunity by Ryerson University

Job type: Full Time


JOB DESCRIPTION

Department: Community Services and Community Engagement, The G. Raymond Chang School of Continuing Education Supervisor: Dalia Hanna, Director, Community Services Project Title: Aboriginal Knowledges and Experiences Certificate Review, Right to Play Proposed new Certificate in Aboriginal Child and Youth Work, Aboriginal Foundations program. Job Title: Research Officer Hours of work per week: Approximately 36.25 hours/week (asap – March 28, 2020) [6 months] Position Type: MAC Rate of Pay: $26.65 per hour (plus vacation pay) About the Project: Research is required to fulfill the goals for three initiatives being undertaken by The G. Raymond Chang School of Continuing Education: 1. Aboriginal Knowledges and Experiences Certificate Review 2. Proposed new Certificate in Aboriginal Child and Youth Worker 3. The Aboriginal Foundations Program The Research Officer will be responsible for exploring several identified research questions to support evidence-informed decision making on continuing education priorities for the described Aboriginal programming. The initial research plan is appended. The final deliverable will be three research reports that will provide an overview of the project scope, clear methods (i.e., approach), findings, discussion and identification of key considerations on how to move forward to best promote success in Aboriginal education programming. Qualifications: ● Holds a Master’s degree in a human service discipline, such as social work. ● Applied research experience in conducting environmental scans and literature reviews (secondary research) ● Experience developing online questionnaires, conducting online surveys/key informant interviews/focus groups (as informed by project needs); summarizing results and synthesizing findings (primary research) ● Excellent written and verbal communication skills ● Strong organizational and time management skills A. Research Questions Overview/Societal Need 1. What are the current needs of Indigenous peoples living in Indigenous Communities in Ontario and Canada? a. What are the specific considerations related to Indigenous youth? b. What are the specific considerations as they relate to community members who experience intergenerational trauma c. What are the specific considerations as they relate to residential school and Sixties Scoop survivors? 2. How has the national landscape shifted in the last 5-8 years with respect to the disparities in education, training, health services, housing, environment and natural resources and infrastructure for Indigenous peoples and communities in Canada? a. How have current global issues (i.e., pandemic, BIPOC injustice) impacted the access to resources, services and opportunities critical to the wellbeing of Indigenous peoples (youth and community members)? b. How have the current levels of response addressed the evolving disparities of Indigenous peoples (youth and community members)? 3. What are the opportunities for application of Certificate knowledge/skills/training across traditional (e.g. health, education, environment) and non-traditional sectors (e.g. economic, justice/policing, legal)? 4. What other programs exist in Canada that are comparable to the Certificate in Aboriginal Knowledges and Experiences? Curriculum Structure 1. What recommendations from the Truth and Reconciliation report should inform the goals and learning outcomes for Certificate/Programs? [See Calls to action #10, #11] 2. What ways are Indigenous worldviews and non-Indigenous worldviews utilized in curriculum and delivery, and its impacts for Indigenous and non-Indigenous learners? a. How are diverse ways of knowing (alternative to dominant ways of knowing) addressed in curriculum and content? b. How are divergent worldviews understood and explained in ways that strategize ways of working together in good relations? 3. How do the curriculum and content reflect the diversity of the student body, such as professional and personal backgrounds? a. Is there a diversity in literature from various disciplines? b. How are lived experiences utilized and valued in the curriculum and content of the Certificate/Program? c. Does the curriculum include First Nations, Metis and Inuit people, and to what degree? Labour Market 1. What type of employment areas and positions/job titles may be relevant to Certificate/Program graduates to apply their knowledge and shared learnings? a. Non-Indigenous specific b. Indigenous-specific c. What are the current employment trends of child and youth workers specifically who support Indigenous populations in Ontario? B. Possible Data Sources Primary Data Secondary data ● Omnibus survey ○ Aboriginal Knowledges and Experiences ● Current/Alumni student surveys and/or focus groups ● Community consultation, including formal Indigenous students, community leaders and/or Elders ● Sources cited in Right to Play Proposal (Section C) ● Truth and Reconciliation Commission of Canada ● NB: A comprehensive curriculum review that engaging in an Indigenous framework is imperative. This framework can be created around the four quadrants of the medicine wheel as an example, to include mind, body, heart, and spirit. This is a vital framework for Indigenous people, and think it should be mirrored in the Cert(s). C. Secondary Data Sources 1. Education in Canada: Key Results from the 2016 Census. https://www150.statcan.gc.ca/n1/daily-quotidien/171129/dq171129a-eng.htm 2. Closing Canada’s Indigenous Education Gap. Universities Canada, 2015. https://www.univcan.ca/wp.../09/issue-closing-canadas-indigenous-gap-oct-20151.pdf 3. The Education and Employment Experiences of First Nations People Living Off Reserve, Inuit, and Métis: Selected Findings from the 2012 Aboriginal Peoples Survey https://www150.statcan.gc.ca/n1/en/pub/89-653-x/89-653-x2013001-eng.pdf?st=RVmwA1SK 4. Persistence in Post-Secondary Education https://library.carleton.ca/sites/default/files/find/data/surveys/pdf_files/Price-of-Knowledge_4th-edition_2009-11_chapter-3_en.pdf 5. Canada’s Indigenous Peoples’ Access to Post-secondary Education: The Spirit of the ‘New Buffalo’ https://link.springer.com/chapter/10.1007/978-981-10-4062-7_7 6. Supporting First Nations Learners Transitioning to Post-Secondary https://www.afn.ca/uploads/files/education2/postsecondarytransitionsreport.pdf 7. Feathers of Hope https://www.provincialadvocate.on.ca/initiatives/feathers-of-hope/foh-report.pdf 8. Supporting Success: Aboriginal Students in Higher Education. Gallop, CJ. Canadian Journal of Higher Education. Volume 46, No. 2, 2016, pages 206 - 224 9. Aboriginal Peoples: Fact Sheet for Canada. https://www150.statcan.gc.ca/n1/pub/89-656-x/89-656-x2015001-eng.htm 10. Aboriginal Peoples Survey, 2017. https://www150.statcan.gc.ca/n1/pub/89-653-x/89-653-x2018003-eng.htm 11. https://www.northernpolicy.ca/upload/documents/publications/commentaries-new/commentary-grewal-en-18.10.23.pdf How to Apply: Send in your application with Cover letter to Dalia Hanna, Program Director, dhanna@ryerson.ca