Post-Secondary Education in Northern Canada

Ferris, Peter

doi:10.47678/cjhe.v19i1.183052

Cited by 2 publications

(8 citation statements)

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“…Given small, widely dispersed populations, provincial governments have been reluctant to create universities in northern Canada, instead seeking a variety of other means to bring higher education to their northernmost regions (Coates, 2020;Morrison, 2014). Accordingly, discounting students moving to southern Canada for university education (Ferris, 1989), no single model has emerged for higher education in the Provincial North (Coates, 2020). Instead, a variety of models have been employed, discussed below.…”

Section: Higher Education In the Canadian Provincial Northmentioning

confidence: 99%

“…Stand-alone universities are self-managed "bricks-and-mortar" institutions, often favoured by northern communities (Coates, 2020) in part because, despite the commitments of southern universities to northern education, this will never be their central focus (Ferris, 1989). Stand-alone universities located in the North, in contrast, focus their missions on the needs of the North.…”

Section: Higher Education In the Canadian Provincial Northmentioning

confidence: 99%

“…Stand-alone universities located in the North, in contrast, focus their missions on the needs of the North. Because of the challenges of geography, population, and the cost of such ventures (Ferris, 1989), the creation of stand-alone universities in the Provincial North has been slow in Canada. In 1960, Laurentian University was established in Sudbury, Ontario.…”

Section: Higher Education In the Canadian Provincial Northmentioning

confidence: 99%

“…Preparatory Programming: 1995-96. Many northern Manitobans do not have the typical academic preparation for success in higher education (Ferris, 1989). Preparatory programming has been proven to help people succeed where the normal trajectory of education has failed (Ferris, 1989).…”

Section: Crisis and Changementioning

confidence: 99%

“…For decades, northern Canadians have risen to challenges created by geography, small populations, uneven educational and economic experiences, and widely dispersed and remote communities (Ferris, 1989;Senkpiel, 1997). Th ese challenges have led to a variety of creative approaches to delivering university education in the North (Weller & Rosehart, 1985), including in northern Manitoba.…”

Section: Introductionmentioning

confidence: 99%

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University Education in Northern Manitoba: Inter Universities Services at 50

Smith

2024

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The long pursuit of university education in northern Canada has seen a variety of methods used to deliver higher education to northerners. One such approach, Inter Universities Services (IUS), has been supporting university course delivery in northern Manitoba since 1972-73. This article argues that IUS has evolved progressively over its fi fty years from an initiative offering a disjointed set of university course options to become part of a coordinated, if unplanned, approach to university education in northern Manitoba. This article outlines the history of IUS, including origins, structure, issues, and key events, before looking to the future. Conclusions suggest that IUS has been central to the growth and stability of higher education in northern Manitoba.

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Section: Higher Education In the Canadian Provincial Northmentioning

confidence: 99%

Section: Higher Education In the Canadian Provincial Northmentioning

confidence: 99%

Section: Higher Education In the Canadian Provincial Northmentioning

confidence: 99%

Section: Crisis and Changementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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University Education in Northern Manitoba: Inter Universities Services at 50

Smith

2024

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“I have strong medicine, you see”: Strategic responses to racial microaggressions.

Houshmand

Spanierman

Stefano

2019

Journal of Counseling Psychology

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In this qualitative study, the authors examined responses to racial microaggressions among community members in Montreal, Canada. To this end, using interpretative phenomenological analysis (IPA; Smith, Flowers, & Larkin, 2009) we conducted individual interviews with Black Canadian (n ϭ 5) and Indigenous (n ϭ 5) community members who pursued employment directly after secondary education. Seven themes emerged from the data (e.g., calling out perpetrators, empowering self and others, choosing to not engage, and using humor). Response strategies convey 4 primary features: (a) importance of social support in accessing resources and confronting racial microaggressions, (b) use of culturally grounded strategies as a form of resistance, (c) multifaceted use of humor to confront and to minimize racial microaggressions, and (d) intentional use of avoidance among women participants. Implications and directions for future research are discussed. Public Significance StatementThis study, set in Canada, is the first to examine responses to racial microaggressions among community members who did not pursue postsecondary education and who were not affiliated with academia. Findings suggest working class community members used dynamic interpersonal responses, and underscore the role of social resources, cultural values and macrointervention in dismantling racial microaggressions.

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Post-Secondary Education in Northern Canada

Cited by 2 publications

References 0 publications

University Education in Northern Manitoba: Inter Universities Services at 50

University Education in Northern Manitoba: Inter Universities Services at 50

“I have strong medicine, you see”: Strategic responses to racial microaggressions.

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