不良研究所

Two students from the Department of Integrated Studies in Education were selected for the which provides community-focused experiential learning opportunities for exceptional young leaders to become active and effective change-makers. Eleven 不良研究所 fellows will join peers from St. Francis Xavier University, Queen鈥檚 University, Bishop鈥檚 University, and University of Ottawa, undergoing comprehensive training at Coady International Institute, and will receive up to $40,000 in funding to implement a community project.

Read more about DISE鈥檚 Pathy Fellows, Emily Booker (MA. Education and Society) and Courtney Murdoch (BEd. English as a Second Language), and their community projects:

听

Emily Booker | 不良研究所
Community: North Vancouver, BC
Initiative: Girl Group to Empower Youth

My proposed initiative is an online Girl Group connecting self-identified femme/female youth 14 to 18, including but not limited to trans, non-binary, gender fluid, 2spirit and any other female/femme-identified youth in the community of North Vancouver. I will facilitate the online Girl Group, starting with identifying specific topics or issues the group members are passionate about. We will engage in arts-based activities to address gender-inequality and the chosen topics. Additionally, the Girl Group will feature workshops and presentations from female/femme-identified leaders or champions of gender justice in the community. My proposed initiative will create a safe space that empowers youth in their gender identity and counters sexism in the community. The proposed arts-based method will allow creative expression and reflection for addressing challenging topics to speak openly about. Meeting online will allow the group to connect safely and follow Covid-19 related restrictions.

听

Courtney Murdoch | 不良研究所
Community: Lachute, QC
Initiative: Girl Talk: Building Our Future

Girl Talk is about empowering girls to become confident and successful women by allowing them to develop the tools that will help them thrive regardless of life circumstances and an educational system that favours the success of their male peers. While there are resources available in urban areas that can help offset societal anti-female biases, they are costly. Girls from rural towns or disadvantaged regions are often underserved in this way. Additionally, girls from these communities tend to have many responsibilities in the home that may further hinder their capacity for educational and professional success. Through the development of critical life skills, mentorship programs, academic success initiatives, various workshops, and more, girls will develop the tools they need to make their place in a world that all too often pushes them down.