ERA: Education & Research Archive

University of Alberta research openly shared with the world.

Communities in ERA

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Now showing 1 - 5 of 159

@Risk North 3 12
This open event, hosted by The Canadian Association of Research Libraries and co-sponsoring organizations including Canadian Research Knowledge Network, Library and Archives Canada, Bibliothèque et Archives nationales du Québec, Internet Archive Canada, Digital Research Alliance of Canada, and the Digital Preservation Coalition provided an opportunity for those at Canadian institutions who have strategic or operational responsibility for long-term access and preservation of digital content to learn from each other about progress, practices and policies for digital preservation in a Canadian context.
Academic Writing Resources and Research 4
The University of Alberta provides a variety of writing supports that are accessible, learner-centered, relevant, and responsive to the community's diverse needs.
ACCES Research Group 10
The Alberta Continuing Care Epidemiological Studies (ACCES) was a province-wide research program involving over 2,000 older adults residing in designated assisted/supportive living facilities (DAL) and in long-term care facilities (LTC) between 2006 and 2009, their family caregivers, and the facilities in which they lived. The objectives of ACCES were: a) to examine the health, social needs, and quality of care of older adults in DAL and LTC facilities in Alberta, b) to identify the mix of services provided to these residents, including assistance from family caregivers, and c) to examine health outcomes across settings, taking resident and facility characteristics into account.
Agricultural, Food and Nutritional Science, Department of 557
The Department of Agricultural, Food, and Nutritional Science offers thesis programs leading to Master of Science and Doctor of Philosophy degrees, as well as course-based programs leading to Master of Agriculture, Master of Engineering and Master of Science degrees. The Department has active research programs in the following areas of specialization: Animal Science, Plant Science, Food Science and Technology, Nutrition and Metabolism, Bioresource and Food Engineering, Rangeland and Wildlife Resources and Bioresource Technology
Agricultural, Life, and Environmental Sciences, Faculty of 37
The Faculty of ALES is where global challenges are met with innovative solutions. Every day, world-class research is conducted by the finest minds in the natural sciences, social sciences and business. While we are one of the oldest faculties on campus, our cross disciplinary approach, and commitment to excellence, positions us uniquely to provide solutions to some of the world’s most complex problems.

Recent Submissions

Access status: Open Access ,
From Ideals to Instruments: How Identity, Motivation and Patronage Shape Political Thinking in Bangladesh Student Politics
(2026-04-20) Khalid, Phabliha Nusaiba
This comprehensive study examines how institutional mechanisms such as patriarchy, scarcity of resources, and state repression shape the evolution of student political consciousness from idealistic activism to pragmatic party allegiance in Bangladesh. It uses historical scrutiny, institutional analysis, comparative organizational investigation, and psychological mechanisms to argue that this shift results from structured institutional settings rather than individual moral shortcomings. Focusing on the Bangladesh Chhatra League, Jatiyotabadi Chhatra Dal, and Islami Chhatra Shibir, it analyzes patronage networks, repression, resource control, political identity formation, motivated reasoning, and possibilities for reform toward collective justice.
Access status: Open Access ,
Pedagogical Possibility within Institutional Constraints: Immigrant Teachers, Decolonization, and Relational Practice in Alberta Schools
(2026-04-01) Kaya, Omer
This paper examines the pedagogical practices of immigrant teachers in Alberta public schools as sites where the possibilities and limits of decolonization become visible. Rather than treating decolonization as a policy solution or classroom strategy, it frames it as a structural and relational question shaped by curriculum mandates, assessment systems, and professional norms. Drawing on decolonial theory, immigrant and racialized teacher identity, and relational and restorative pedagogy, the paper shows how immigrant teachers enact relational and culturally responsive practices while institutional expectations continue to define legitimate teaching.
Access status: Open Access ,
Learning and Unlearning: From Eurocentric Education to Alternative Modes of Knowing
(2026-04-06) Azam, Ghazala
This capstone paper provides a scholarly literature review and critical synthesis of the colonial structures that continue to define the Canadian education system. It examines settler colonialism, institutionalized racism, Eurocentric ideologies, modernity, capitalism, and neocolonialism, while using Freire’s critical pedagogy, Paula Allman’s Marxist analysis of education, and Critical Race Theory. The paper also offers a reflexive account of becoming an anti-oppressive educator and explores alternative educational frameworks such as Sakinah Circle and land-based learning as ways to center ancestral knowledge and holistic identity formation.
Access status: Open Access ,
A nêhiyaw Graduate Student Journey: Exploring nêhiyaw Whole-bodied Education and Research Possibilities
(2026-04-06) Auger, Karrie
This paper is an exploration of Indigenous holistic education within post-secondary institutions. Through the centering of a nêhiyaw graduate learner's experience, this paper argues for holistic education through a nêhiyaw whole-bodied framework. This framework understands holistic education to require educational spaces that tend to mind, body, spirit, and emotional well being. This framework is also explored as a nêhiyaw research paradigm in which self-knowledge is generated through individual embodied expressions of nêhiyaw knowledge systems. Additionally, this paper highlights the ongoing struggles of Indigenous academics, in working within a colonial system that delimits decolonial possibilities. Finally, it explores how Indigenous academics and non-Indigenous kin can create pockets of relationality, where both resistance and resurgence demand possibility towards the thriving of Indigenous Peoples and knowledges.
Access status: Open Access ,
Critical Conversations in Canadian Early Childhood: A Literature Review
(2026-04-20) Smith, Courtney
Early childhood education is a critical site where young children encounter and make sense of social identities, power relations, and inequities. This paper examines how early childhood educators navigate the critical conversations that emerge from children’s questions and observations about race, gender, class, ability, and various family structures. Drawing on the literature, the paper argues that while conversations hold significant potential to foster critical thinking and social awareness, they often pose challenges for educators who feel unprepared to address these complex and sensitive topics. By situating these challenges within broader professional contexts, the paper highlights the need for intentional pedagogical practices that centre on reflective practices.