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Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition Beyond the bunkhouse: Exploring the learning of Frontier College labourer-teachers by Joseph Adam Perry A thesis submitted in conformity with the requirements for the degree of Master of Arts Department of Adult Education and Counselling Psychology Ontario Institute for Studies in Education of the University of Toronto © Copyright by Joseph Adam Perry 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-44886-1 Our file Notre reference ISBN: 978-0-494-44886-1 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada Beyond the bunkhouse: Exploring the learning of Frontier College volunteer labourer-teachers Joseph Adam Perry Master of Arts Department of Adult Education and Counselling Psychology Ontario Institute for Studies in Education of the University of Toronto 2008 Abstract This thesis investigates the informal/incidental learning of Frontier College volunteer labourer- teachers through an analysis of data collected from qualitative interviews conducted with 7 former Frontier College volunteers. The thesis explores the intersection between dialogue, reflection, volunteering, and informal learning within the context of Canada's oldest literacy program. Even though present-day labourer-teachers are instructed in how to foster dialogue in their pedagogical work, the focus of the program is solely on dialogue as a method of teaching, essentially disregarding the effect of mutual learning and the capacity of the labourer-teacher to learn as a result of employing a dialogical methodology. This thesis reveals that Frontier College supports a pedagogy rooted in dialogue that has the potential to bring about not only technical knowledge but also practical and emancipatory knowledge for its volunteers and thus could provide an important model for other learning organizations, advocacy groups, and international development agencies. 11 Acknowledgments I would like to take this opportunity to gratefully acknowledge the generous support of my supervisor, Dr. Anne Goodman, whose kind advice and thoughtful insight has been crucial to the completion of my thesis. I would also like to express gratitude to my second reader, Dr. Daniel Schugurensky, who never ceases to amaze me with his germane remarks and speedy replies. As well, there are many people whose friendship and coaching have been influential and inspiring to me throughout my time at OISE/UT. I'd like to thank a few of those people: Dr. Bonnie Burstow, Dr. Kiran Mirchandani, Dr. Angela Miles, Dr. Nancy Jackson, Dr. Zelda Groener, Dr. Ed O'Sullivan, Fiona Duguid, Megan Haggerty, Sara, Christie, Dan, Kate, Sonya, Catherine, Todd, and Omer. I also need to say a special thank you to my family for their unwavering support: Carl, Helen, Jean, Brian, Eben, Harry, Wendy and Claudia. Particular love and appreciation are reserved for Emily for enduring me and my thesis for the better part of two years. in Dedication For Mary, whose memory continues to inspire. IV Table of Contents Acknowledgments iii Dedication iv Table of Contents v Chapter 1 Introduction 1 Chapter 2 Learning, reflection, volunteers: On creating a culture of praxis 7 Introduction 7 Informal and incidental learning 7 On defining informal and incidental learning 7 Tacit learning 10 The reflective practitioner: From tacit learning to explicit knowledge 13 Learning for social change 16 The influence of Habermas 16 Perspective transformation and conscientization 19 Praxis 20 Volunteering and adult learning 22 Volunteering in Canada 22 The resource schema 23 Values 24 The voluntary sector in context 24 Volunteers' informal learning 25 Creating a culture of praxis 27 Summary 28 Chapter 3 Frontier College and the informal/incidental learning of volunteer labourer- teachers 30 Introduction 30 V The Frontier College labourer-teacher program 31 Early days 33 The present context 34 The Canadian Seasonal Agricultural Workers Program 35 The labourer-teacher program and migrant workers 39 The labourer-teacher program and volunteer learning 40 Dialogue 44 Buber 44 Freire 46 Above all, listen 48 Empathic imagination and the conscientization of the privileged 49 Summary 54 Chapter 4 Methodology 56 Introduction 56 Overview of existing research on the Frontier College labourer-teacher program 56 Methodological framework of this study 57 Data collection and analysis 58 Collection of verbal data 58 Reading the data and breaking it off into parts 59 Organization, synthesis, and summary of data 60 Coding60 The participants 61 Summary 63 Chapter 5 Data Analysis '. 65 Introduction 65 Labourer-teachers learning more than they could tell 66 vi Motivations 66 The "how" of learning: Solidarity, dialogue and struggle 68 Learning by living in solidarity 68 Activism and dialogue: "I-It" vs. "I-Thou" 70 Learning through struggle 72 Carrying out the manual labour 74 Bearing witness to everyday struggles 75 Managing opposing interests 77 What was learned: Conscientization and the labourer-teacher 80 Shifts in perspective 81 From South to North: Learning and unlearning lessons about privilege 84 Summary 88 Chapter 6 Summary, concluding reflections and recommendations 89 References 93 Appendix A 103 Frontier College consent form 103 Interview questions 104 Appendix B 107 Information letter for present and former Frontier College labourer-teachers 107 Appendix C 109 Participant consent form 109 Vll 1 Chapter 1 Introduction In mid-February, 1899, a young Methodist minister boarded a train in Toronto accompanied by six university students. Almost twenty hours later, the train stopped in the middle of the night along a lonely stretch of track just north of Georgian Bay. The minister and his company hopped off the train with their snowshoes, camping gear, and a large sled piled high with books. As the train pulled away, the small party, huddled close against the cold, turned into the bush and, using a compass and the moonlight to guide them, set out to find a logging camp near the town of Nairn Centre. When they arrived, just after dawn, the camp was empty. The loggers were already at work. By the time the men returned that evening they found something new in their rough settlement, a tent. But it was not just any tent. A large banner on the tent proclaimed: "Reading Tent: All Welcome". The minister, Alfred Fitzpatrick, and his university volunteers sat in the tent at tables piled high with poetry, history, mathematics, and philosophy texts. "Welcome, men," Fitzpatrick said, "welcome to Frontier College." Thus began one of Canada's boldest adventures in education (O'Leary, 2004, p. 17). In the summers of 2003, 2004, and 2005,1 was one of those Frontier College volunteers, only I was arriving on tobacco farms and fruit orchards in Southern Ontario and was greeted not by 1 2 wmter-weary shantymen and skidders , but by migrant agricultural workers from Mexico. These workers come to work temporarily on Canadian farms and greenhouses through the Seasonal Agricultural Worker Program, a bilateral guest worker agreement between Canada, Mexico, and several Caribbean countries. In the spring of 2003, while perusing one of Toronto's Loggers 2 Lumbermen who operate heavy machinery 2 weekly news magazines, I had come across a job advertisement seeking people interested in global issues looking to gain international development experience "in their own backyard". The work, a mix of volunteer teaching and paid farm labour was described as "hard work, low pay, and the experience of a lifetime" (Frontier College, 2008c). I stumbled upon this advertisement at a time when the lead-up to the American invasion of Iraq was in full force. As a war dissenter I felt helpless in my capacity to change the minds of those in power. I was unhappy in my work as an English as a Second Language (ESL) instructor at a private language institute and felt that I needed a more meaningful challenge. I had never heard of either Frontier College or migrant labourers and was intrigued by the opportunity. I applied, was interviewed, and was offered a position. I quit my job in Toronto, left my apartment, packed up a few things and was immediately sent to work on a remote tobacco farm in Southern Ontario where I lived in a makeshift bunkhouse in an old red barn with 24 farm workers, all from Mexico. My work as a Frontier College labourer-teacher was life changing.
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