Dixon, Sandra

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https://hdl.handle.net/10133/6562

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    What we do today will change what happens tomorrow: learnings from university teaching during COVID-19 for post-pandemic times
    (Elon Center for Engaged Learning, 2024) Weilandt, Joerdis; Marynowski, Richelle; Graham, Rumi Y.; Beaudin, Lorraine; Dixon, Sandra; Malla, Stavroula; Pantazi, Angeliki
    This chapter explores the rapid shift to emergency online teaching at a university due to COVID-19, reflecting on the profound impacts on educators's roles and pedagogical practices. Through a mixed-methods study including surveys and interviews, the authors investigated the challenges and learning outcomes of faculty as they navigated this transition. Key findings emphasize the necessity of flexibility in instructional design, increased awareness of student's needs, and a transformative shift in teaching approaches. The research highlights the importance of mental well-being for faculty, advocating for a trauma-informed, equity-centered approach in educational settings. Overall, the chapter calls for sustainable support systems and inclusive teaching practices that can adapt to future challenges, emphasizing the lasting impact of these changes on educational policies and practices
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    Cultivating brave spaces for diverse academic women in higher education leadership
    (2024) Dixon, Sandra; Batta, Millie
    Diverse women continue to be unrepresented in academia. Institutional structures and governance are strongly influenced by Eurocentric and androcentric worldviews. These ideologies construct, maintain, and legitimize biases, affecting the career progression of diverse academic women in senior leadership positions. This paper uses the intersectional theoretical framework (ITF) to inform how salient aspects of identity, such as race and gender, impact the lived experiences of diverse academic women (DAW). We draw from both empirical and conceptual discussions in the education, gender, and leadership literature to analyze relevant areas, such as the internal silencing of DAW and the need for us to move beyond inclusion to expansion in higher education. Attention is given to topical discourse surrounding gender and publication, conflict management, stereotypes, and cultural safety relative to DAW. Next, a discussion of the critiques and gaps in the academic literature is provided. Further, the Awareness, Rationale, and Choices (ARC) model highlights how leadership may be re-imagined by addressing matters of equity, diversity, and inclusion (EDI) within academic institutions. The article concludes with the need to cultivate brave spaces in higher education leadership structures, whereby DAW can nurture their intersected identitie
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    Using intersectionality theory to explore the impact of COVID-19 Pandemic on Black Canadian people's health
    (European Society of Medicine, 2023) Dixon, Sandra; Batta, Millie; Jidong, Dung Ezekiel
    There is a general reluctance to confront the pervasive reality of anti-Black racism that further produces false narratives of inequities in the healthcare system relative to Black communities, especially in Western countries, including Canada. Despite Canada’s orientation towards an anti-Black racist agenda that aims to acknowledge the social determinants of health (SDOH) disparities experienced by the Black community during the coronavirus disease 2019 (COVID-19) pandemic, a greater robust discussion is warranted to address this longstanding discourse. In this conceptual paper, we draw upon intersectionality theory to shed light on the social determinants and inequities in health for Black Canadians. Informed by the literature, the authors discuss the historical context of systemic barriers and social injustices Black people face that are uniquely rooted in systems of oppression and anti-Black racism. Additionally, the importance of collecting and analyzing race-based data to prioritize the health concerns of Black people is emphasized. The article also espoused the need for healthcare service providers to advocate for culturally responsive and appropriate interventions like the Africentric model to inform policies, practices, and programs that promote the wellness of Black populations in Canada and beyond. Implications for healthcare service providers are highlighted with emphasis placed on a commitment to cultural humility in the support delivered within this diverse community. The paper concludes with a higher level of consideration to be given to the structural challenges experienced by Black Canadians in the healthcare system as we move towards a collective understanding to better serve this racialized group.
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    Giving voices to Jamaican Canadian immigrant women: a heuristic inquiry study
    (NSUWorks, 2023) Dixon, Sandra; Amin, Dania; Arthur, Nancy M.
    The Heuristic Inquiry (HI) qualitative method applied in this study explored the role of Pentecostal faith in the post-migration lived experiences of Jamaican Canadian immigrant women (JCIW). Semi-structured interviews were conducted with seven JCIW whose Pentecostal faith helped them to reconstruct their cultural identity post-migration. The creative flexibility of HI allowed for the integration of the primary researcher’s (i.e., first author's) voice into the study alongside those of the co-researchers. Positioning the study within a postmodern social constructionism theoretical framework created space for multiple realities to emerge that were constructed through social interaction and language. These realities were evident in the unique ways in which the JCIW used faith to reconstruct their cultural identity during the migration process. Results revealed four key categories and 10 salient themes which were used to inform theory, research, and practice for counseling professionals. Recommendations for future research in using HI and the topic of cultural identity are discussed.