Tag Archives: Higher Education

On Academic Blogging (and an Invitation for the New Year)

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Part 1 of the EDST Blog Writing Series: “On Academic Blogging”

If you were to go back even a short time in history, the term “blogging” would elicit strange looks and confusion from those you talked to. Early models of the blog, dating back to 1994,  emphasized the personal, encouraging users to document their lives and hobbies and share them via platforms such as Livejournal and Blogger. With the integration of images and videos, and the invention of social media, blogs became even more engaging.
The genre of “academic blogging” encompasses a broad range of uses, including blogging about university or student experiences, blogging for research, and blogging for teaching and learning. Anthony Salamone describes:

“Academic blogs are an important vehicle for sharing your research with and offering your analysis to colleagues and the wider world…their shorter format, potential reach, and faster publication times make them an important part of contemporary research life.”

Some of the benefits of writing academic blog posts include:

The opportunity to test an idea or concept

Do you have a paper idea that isn’t quite fully formed that you’d like to develop? Pondering a piece of data or claim that you’d like to engage with an audience?
Blog posts are a short, accessible way to engage with an idea that you’ve been thinking about, but isn’t ready for formal academic outlets. A guide from University of Wisconsin-Madison describes that:

“Blogs can be a forum for writers to get feedback on half–formed ideas and emerging stances, and through comments, readers can talk with and back to writers and build communities.”

Helping your writing reach a wider audience

Blogs have the benefit of always being open access, allowing your writing to be shared across social media and through other networks. The option of including images, videos and hyperlinks makes engagement with blog posts faster and easier than traditional publishing outlets.
Being part of the UBC blog network, the EDST blog hosts the opportunity to share your writing across the university and beyond to larger audiences that may not be able to access academic writing behind paywalls.

Editing for beyond academia

Academic blog posts are different than class papers or journal articles; writing a blog post compels you to distill your essential argument or thesis to fit the shorter and more accessible format, a valuable skill for all writers!

Interested in becoming involved with EDST’s blog?

Click below to check out the full call for applications to the Blog’s Editorial Board. Deadline extended through December 16th!
Questions or feedback should be directed to Jessica Lussier at edstblog.editor@ubc.ca

As 2022 draws to a close, I’d like to continue an invitation started by EDST’s Mary Kostandy. EDST students, faculty and staff are invited to share visual or textual messages for the holidays and hopes for 2023 on this page.
Instructions to post: You can click on the plus sign to add a message, your name and a visual if you wish. 

 

Made with Padlet

 

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Reflections on UBC’s Masters of Education, Adult Learning & Education

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Samantha Robinson
As I approach graduation from the Masters of Education, Adult Learning & Education program at the University of British Columbia (UBC), I find myself in a moment of pause as I intentionally take time for reflection. What have I learned over the last two years in this program? What made sense and was anything surprising or unexpected? Are there things that I still want to learn or areas of adult education that I want to explore in a more fulsome way outside of my degree? Was there something missing from my experience that I think would have been beneficial to learn more about? All of these questions are worth exploring in the months leading up to graduation, especially as I think about how I would like to continue on my own personal journey of lifelong learning. More practically, however, I believe it is imperative that I take this time for reflection as a professional staff member at UBC, where I am responsible for supporting current undergraduate students with their own experiential and lifelong learning outside of the formal classroom setting. Through this period of reflection, I have determined several key lessons that I am taking away from this program and one critique that I hope to name and continue expanding upon as my journey of adult education continues post-graduation.
The most prominent lesson that I am taking away from this program occurred during my first class ever in September 2019, which was in EDST 503. This lesson pertains to the fact that learning is a lifelong process and occurs in much of our day-to-day lives as adults. One of the first readings that I completed in this program was Rubenson’s “Adult Education Overview” (2010) where they provide various definitions of adult education and learning, including the definition of lifelong learning provided by UNESCO (United Nations Educational and Scientific Organization). In addition to defining lifelong learning, Rubenson (2010) shares the three fundamental attributes of the term, which include:
  • “It is lifelong and therefore concerns everything from cradle to grave;
  • It is lifewide recognizing that learning occurs in many different settings; and
  • It focuses on learning rather than limit itself to education” (Rubenson, 2010, p. 5).
Prior to considering the concept of lifelong learning, I believe I had a fairly limited mindset on what could be considered ‘education’. In reading Rubenson (2010), my eyes were opened to the fact that almost anything one does as an adult can contribute to their learning and overall development. This lesson was even more solidified when completing additional readings throughout the MEd program which highlighted learning opportunities in many different contexts, including participating in community organizations, organized sports, and engaging in movements toward social justice. While I hope to remember this lesson as I continue on my own journey of lifelong learning, I also recognize that it should be at the forefront of my mind when supporting student leaders at UBC in my staff role. When connecting with student leaders supporting UBC’s orientations programming, I hope to highlight the many ways that their daily activities, including volunteering, holding club executive positions, and even the conversations that they have with their peers, are all contributing to their own learning and development. These moments of learning can sometimes go unnoticed and holding space with student leaders to reflect on those experiences and the growth they have experienced is something that I am looking forward to continuing in the future.
This brings me to the second lesson that I am taking away from this program, which is in regards to how our experiences with social justice and global movements can contribute to the process of lifelong learning and the role that university institutions can play in educating students on the problems being faced by society today. Similar to the above lesson, which highlights the fact that learning is a lifelong and lifewide process, I had not previously considered all of the ways that individuals can learn and develop through participating in social movements or in moments of activism, or the responsibility that post-secondary institutions have when it comes to tackling society’s greatest challenges.
In terms of the forms of learning that can occur through participation in social movements, including attending rallies or protests, participating in community-based programs directed toward helping those in need, and even coordinating local cleanup crews within one’s neighbourhood, it is clear to me now that the opportunities for learning are endless. Scandrett (2012) discusses the different forms of learning that can evolve out of participation in a social movement. From “the structured educational processes which are sometimes employed within social movements… [and] the informal and incidental learning and knowledge generation within social movements through political practice, repertoires of contestation, and collective reflection” (Scandrett, 2012, p. 42). Hall (2006) also highlights the fact that social movement learning can include “learning by persons who are part of any social movement and… by persons outside of a social movement as a result of the actions taken or simply by the existence of social movements” (p. 6). In reading both Scandrett (2012) and Hall (2006), my eyes were opened to so many forms of learning that can take place through social movements, whether one is a key organizer or simply viewing the movement online as it develops and progresses. I see this lesson coming to life in my own work at UBC through the professional development opportunities that we create for student leaders which include conversations about anti-racism, supporting students in distress, responding to disclosures of sexual violence, active by standing, and so on. While these topics may not all be directly related to social movements specifically, they do create opportunities for current undergraduate students to delve into the material and to learn more about how they want to show up as leaders in the world. My hope is that by engaging student leaders in these conversations, they are able to gain additional insights into some of the wicked problems being faced by the world and the role that they can play in finding solutions, potentially leading them to become more involved with initiatives within the local or global community.
With this hope in mind, the third lesson that I am leaving this program with is the belief that universities themselves have a significant responsibility when it comes to educating students about the challenges being faced by society today and on how they can contribute toward finding potential solutions. Cordero et al. (2008) argue that “higher education… has an important role to play in educating students about climate change, and connecting it to the variety of social dimensions, including access to food, drinkable water, and sustainable energy” (Cordero et al., 2008, p. 870). They go on to state that “action-oriented learning designed around the ecological footprint can improve university students’ understanding of the connection between personal energy use and climate change” (Cordero, Todd, Abellera, 2008, p. 865). While this example focuses exclusively on the current environmental crisis, I believe the key takeaway can be applied to any form of education on social movements and/or challenges being faced by the global community.
This brings me to my primary critique of the MEd ALE program, which is with regards to the required courses. As an uninvited guest learning and working on the land of the Musqueam, Squamish, and Tsleil-Waututh peoples in both a student and staff capacity, it is my responsibility each day to consider the role that I have played, and continue to play, in a colonial system and how I can work toward reconciliation. While this is my individual duty and one that I take to heart, we are operating within a colonial system and all institutions and organizations have a responsibility to do the same. The Canadian education system is no exception, as it has been built as part of the colonial system with historical intentions of erasing Indigenous ways of knowing. For instance, Atleo (2009) states that “Canadian education begins where Aboriginal people are not: from a Euro-institutional perspective of pedagogy in the context of formal Western schooling” (Atleo, 2009, p. 454), which highlights the fact that much of the education being taught in this country is with a very specific, colonial perspective.
UBC is a world-renowned institution with a newly introduced Indigenous Strategic Plan (2020) and encourages common practices directed toward reconciliation, such as providing land acknowledgements at events and gatherings. While these are certainly steps in the right direction, I think the university as an institution should be doing more and individual departments and programs can also take action in how they design and offer their programs. One way that the MEd in Adult Learning Education (ALE) graduate program could take further steps toward reconciliation is in reconsidering what courses are required in order to graduate. Currently, the three required courses of this program are EDST 503 (Historical and Philosophical Foundations of Adult Learning and Education), EDST 514 (Adult Education Program Planning Theory), and EDST 518 (Theory and Research on Adult Learning), in addition to one research methods course (ex. EDUC 500). These required courses focus quite a bit on colonial ways of knowing and learning, with readings centered on Indigenous theories being included by the choice of each individual instructor. Notwithstanding, I argue that this is not enough. If the institution wants to continue taking strides toward real and ongoing reconciliation with local communities that are impacted daily by our histories of colonial violence, I believe it should be required for students to learn more about Indigenous ways of knowing and how they can inform, enrich and expand our approach to a lifelong and lifewide education. One course that I completed during my time in the ALE program, EDST 546 (Indigenous Epistemology and Methodology), focused on Indigenous ways of knowing, and was taught by Professor Maggie Kovach. I learned the most in this course as it was entirely new material that I had not ever been exposed to in all of my years of education, including the importance of building strong relationships with communities as a starting place for conducting research, and various forms of Indigenous methodologies and frameworks, such as Indigenous Storywork (ISW). This methodology, originally developed by Archibald (2019), emphasizes the importance of intergenerational storytelling as a form of resistance and asks researchers to “pay serious attention to how stories can be used in research and education” (Archibald & Parent, p. 4, 2019). I believe that there are many ways that Indigenous ways of knowing could be included as a core requirement for the MEd ALE program, and including Indigenous methodologies like ISW as one of the research methods taught in required courses could be one way of doing so.
It is such a privilege to be able to further my experiences with formal education through the MEd ALE program at UBC and one that I am truly grateful for. Not only because I have learned so much along the way and connected with so many fantastic folks from around the world, but also because I am wrapping up my time with a keen awareness that the learning will not stop once I cross the stage at graduation. My journey of lifelong learning will continue through informal conversations with peers and colleagues, engaging in important discussions pertaining to some of our society’s greatest challenges, and in all of the moments in between. I am looking forward to continuing my own journey with adult education, expanding my learning edges and embracing other ways of knowing and teaching and hope to do so by taking part in forms of education that I haven’t yet done, including becoming engaged with a community organization and bringing some of my lessons learned into conversations with friends and loved ones. I may be preparing to complete my Masters at UBC, but I believe that I have only just begun this new personal chapter of adult learning and education and am looking forward to seeing what comes next.
References
Archibald, J., Parent, A. (2019). Hands back, hands forward for indigenous storywork as methodology. In S. Windchief, & T. San Pedro (Eds.), Routledge, 3-20.
Atleo, M. (2009). Understanding aboriginal learning ideology: through storywork with elders.
Alberta Journal of Educational Research, 55(5), 453-467.
Cordero, E. C., Todd, A. M., & Abellera, D. (2008). Climate change education and the ecological
footprint. Bulletin of the American Meteorological Society, 89(6), 865-872.
Hall, B. (2006). Review of the state of the field in adult learning: Social movement learning Canadian Council on Learning.
Rubenson, Kjell. 2010. “Adult Education Overview” in Penelope Peterson, Eva Baker, Barry
McGaw, eds., International Encyclopedia of Education. Volume 1, pp. 1-11. Oxford: Elsevier.
Scandrett, E. 2012. “Social Learning in Environmental Justice Struggles – Political Ecology of
Knowledge.” In Learning and Education for a Better World: The Role of Social Movements. Vol. 10, International Issues In Adult Education). Rotterdam, The Netherlands: Sense Publishers.
University of British Columbia (2020). Indigenous Strategic Plan. 22 March 2022. Retrieved from
https://indigenous.ubc.ca/indigenous-engagement/indigenous-strategic-plan/.
Villacañas de Castro, L. S. (2015). Critical pedagogy and marx, vygotsky, and freire : Phenomenal
forms and educational action research Palgrave Macmillan.
Author Bio:
Sam Robinson (she/her) is currently preparing to graduate from UBC’s Masters of Education, Adult Learning & Education in May 2022. In addition to attending UBC Vancouver as a student, she is grateful to be a UBC staff member working alongside all of the wonderful folks responsible for planning first-year orientations!
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Academic Indian Job Description, a Poem

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Academic Indian job description, a poem
By Cash Ahenakew

Photo by: Vanessa de Oliveira Andreotti
have to know
western knowledge and education
plus the critique of
western knowledge and education
have to know
indigenous ‘culture’ and education
plus the critique and the critique of the critique of
indigenous ‘culture’ and education
have to know
how to embody expected authenticity
and how to embody expected critique
of expected authenticity
have to know
when and where to use indigenous literature
and when and where to use the Western canon
to build legitimacy and credibility for indigenous thought and experience
have to know
when to vilify, to romanticize, to essentialize
when to apologize, to complexify, to compromise
when and who to be accountable to and why
have to know
how to reject modernity, how to be a modern Indian
how to ignore contradictions
how to deny incommensurabilities
have to know
when and how to perform at the same time
competence, confidence, boldness, heroic rebelliousness
and humility, compliance and gratitude for the opportunity
have to know
how to be an intellectual, an activist, a therapist, and an entrepreneur
how to improve retention, attrition and social mobility
and how to stop exploitation and ecological disaster
have to know
how to educate ‘your people’, liberal allies, immigrants, colleagues
how to relate to gang members, business sponsors, elders, politicians
how to speak with the crows, the trees, the sea, and the media
have to know
how to face and to help others heal inter-generational trauma in
self-doubt, self-harm, self-hatred
and self-defeating prophecies of self-sabotage
have to know
how to read and mirror middle class sense making and sensibility
in writing, speech, clothing, arts, taste,
as well as waste management, and table manners
have to know
how to push back, to show a finger, to ghost dance
how to honour elders, to wash toilets, to carry the weight
how to perform ceremonies, to carry a pipe, and to cure the sick
have to know
how to how to spell, to pronounce, to solve and to fix
colonialism, capitalism, racism, slavery, patriarchy,
hetero-cis-normativity, ableism, elitism, and intersectional violence
have to know
languages lost and found of family, communities, earth, spirit
languages imposed of nation, property, individualism, competition
and institutional academic language of secular liberal humanism
have to know
how to Indigenize and decolonize
disciplines, protocols, ethics and methodologies
to make aspiring experts on Indigenous issues feel and look good
have to know
how to package all of this in a foreign English language
to convince top ranked journals and performance analysts
that you too, against all odds, have market value
have to know
how to live with the guilt of having credentials, a secure job
and the awareness of compliance with a rigged system
built on the broken back and wounded soul of your family members
have to know
how to advance the project of reconciliation
with relatives who have harmed seven generations
with destitution, dispossession and “cultural” genocide
Apply online now.
This poem was first published in the article: Ahenakew, C. (2016). Grafting Indigenous ways of knowing onto non-Indigenous ways of being: The (underestimated) challenges of a decolonial imagination. International Review of Qualitative Research, 9(3), 323-340.
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Part 4: Working Students

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By Alison Taylor
In these posts so far, I’ve addressed issues I’m aware of from my personal life, teaching, and thoughts as a citizen. In this post, I turn to our current research[1] on working undergraduate students at UBC and U of T. I find it troubling that although we (instructors) engage with students in our classes, we often don’t know much about the circumstances of their lives. When I was the Graduate Advisor in EDST, I became aware of some of the complex home-work-study situations faced by many of our graduate students, usually when they had reached a crisis point.
Our Hard Working Students[2] research study, now ending its second year, explores the situations of working undergraduates at UBC over their programs. From our quantitative survey of undergraduates in 2018 and 2019,[3] we learned that over half of full-time students work part-time during the academic year. In 2019, the average number of hours they worked per week was 16 (equivalent to the time spent in class for many). Perhaps not surprisingly, those from lower SES backgrounds were more likely to be working. Most work off campus and a large proportion of students reported stress or anxiety (68%) and fatigue (58%) as problems at work in 2019.
I’m getting a sense of why fatigue and anxiety are prevalent as I read transcripts from students’ self-interviews as they traveled to and from work and classes in winter/spring of 2019. Many students are engaged in both paid and unpaid work, as well as student clubs and organizations, on top of their four to six-course load. The ease with which students manage their workload varies by individual circumstances. We know that balancing school and work is particularly anxiety provoking, for example, for those students who must pay their rent, food, tuition, and other living costs without support from families. Many of these students feel this part of their life is invisible to the university.
As the COVID-19 lockdown began, we emailed our participants to see how it’s impacting their lives. So far, we’ve heard from 13 students[4] and hope to hear from others over the summer. Responses suggest that most students’ plans have been seriously disrupted by the pandemic (only two of thirteen are continuing to work as usual). A couple are still working, but express concerns about safety at work since they’re in contact with customers or other workers. Plans for Study Abroad, internships, or cooperative education experiences are cancelled or on hold. Job offers are being rescinded and students are being forced to be even more flexible and adaptable than usual. Most students have decided to take summer courses in the event they can’t find work. Beyond work changes, some international students and out-of-province students have moved back home with parents.
What is to be done? In response to the immediate COVID-19 situation, the federal government has responded with the Canada Emergency Student Benefit program, intended to offer financial assistance to students who can’t find work over the summer, and the Canada Student Service Grant program, to provide some support students who choose to volunteer in the fight against COVID-19. Special support is to be provided also for Indigenous students. In addition, the government is involved in summer job creation activities. However, like responses to the elderly and those living in poverty, the pandemic shines a light on broader issues in the higher education system.
First, concerns the globalization of higher education. In addition to international student recruitment, higher education, now more than ever, encourages student mobility and internationalization initiatives based on global knowledge networks.[5] For example, our study suggests that the financial pressures on international students are significant because of their much higher tuition costs and lack of job hunting networks. The number of domestic students negatively affected by the pandemic in terms of international opportunities is striking too. More generally, questions around who can access ‘extra-credential’ opportunities and what student supports are available will continue to be topics for discussion.
Second, is the problematic nature of human capital discourse in higher education. Students are acutely aware of labour market returns on different degrees, and the need to be employable upon graduation. Many students now feel pressured to not only get a degree, but also to get relevant work experience, to demonstrate leadership in student clubs, and to include career-relevant volunteer work on their cv’s by the time they graduate. However, as the COVID-19 crisis demonstrates, individual employability not only involves personal attributes and competencies, but also factors less within students’ control, including the rules and institutions that govern local, national, and international labour markets (e.g. employment standards, regulation of occupations, etc.), economic changes (e.g., shifts in demand), as well as personal circumstances (e.g. child or elder care responsibilities).[6] Employability therefore needs to be located in a dialogue between multiple stakeholders, including providers, learners and communities as well as business and government.[7]
Third, and related to a broader view of employability, is the importance of understanding working students’ lives. In Canadian society overall, COVID-19 has increased our awareness of the vastly different circumstances of different workers, where some are able to “weather the storm” while others are being dashed on the rocks. Students also face very different situations, and universities therefore need to be more attentive to the most vulnerable students. This includes considering who is unable to enroll in the (for financial reasons), who is barely subsisting once in programs, and who is dropping out for reasons that are largely non-academic. Although the proportion of university students who work has steadily increased over time, universities have not always responded.
To cite the conclusion to our report:
The typical undergraduate student continues to be seen by the university as a non-working student, despite evidence to the contrary. Such a student is seen as devoting 100 percent of their time and energy to their studies, prioritizing learning in the classroom, demonstrating concern about achieving high grades, and participating in extra-curricular activities on campus to become well rounded.
In contrast, our study results confirm the image of the working student as a juggler, trying to keep all the balls in the air – paid and unpaid work, attending class and studying – while trying to preserve a few precious moments for self-care, family, and friends.
Universities must recognize that many students are not working by choice, and that students working in precarious conditions may require accommodations and additional supports.
[1] The research team includes Hongxia Shan as well as colleagues in Ontario. See our blogsite: https://blogs.ubc.ca/hardwork/researchteam/
[2] See our blogsite: https://blogs.ubc.ca/hardwork
[3] See our report of survey findings: http://hdl.handle.net/2429/73374
[4] See a sampling of quotes on our blogsite: https://blogs.ubc.ca/hardwork/2020/04/30/what-ubc-students-are-saying-about-the-impact-of-covid-19/
[5] See article by Altbach & de Wit in University World News on April 4, 2020: https://www.universityworldnews.com/post.php?story=20200402152914362
[6] See article about employability by McQuaid, R.W. and Lindsay, C. (2005), The concept of employability, Urban Studies, 42, 2, 197-219.
[7] See article about employability by McGrath, S. (2009), What is employability? Learning to support employability project paper, 1, 15
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Part 2: People living in poverty

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By Alison Taylor

Moving to Vancouver from Edmonton, one of my first impressions was about the obvious divide between rich and poor. One only has to walk from Yaletown to the downtown eastside to register this disparity. Researchers who have studied rising neighbourhood inequality over time in Canada find there has been a significant rise in inequality in Vancouver over time (as in Toronto and other major cities). The percentage of low-income individuals (more than 20% below average) in Vancouver grew from 10% in 1970 to 29% in 2015.[1] Over the same period, the percentage of high-income individuals grew from 12% to 20%. At the same time, low-income people are being displaced, with middle-class gentrification “nibbling around the edges of the traditionally low-income inner city neighbourhoods, including the downtown eastside, Gastown, Chinatown, Strathcona, Grandview-Woodland and Mount Pleasant.”[2]
In Vancouver’s downtown eastside (DTES), the COVID-19 crisis is layered on top of an overdose epidemic that has been going on for years. More than 5,000 people in BC died as a result of illicit drug toxicity between 2016 and 2019.[3] Addiction is a health emergency, and is related to other social vulnerability factors.
The level of homelessness and insecure housing in the DTES community has required quick action with the arrival of the pandemic. As Richardson writes, “How can you wash your hands frequently if you don’t have access to a sink in your room or don’t have shelter at all? How do you stay two metres away from people when you live in extremely close quarters?”[4]
The city responded by converting Coal Harbour Community Centre and Roundhouse Community Centres into housing for homeless people. Meanwhile, the province has committed to moving people in Oppenheimer Park into temporary housing by May 9th.[5] It remains to be seen whether this is sufficient to address both crises.
Advocates hope that low income residents in the DTES and other parts of Vancouver will be eligible for federal COVID-19 benefits, and the provincial government has announced an increase in income assistance for individuals not eligible for these benefits. But lack of digital access to information and help with completing applications (e.g., from librarians, adult English Second Language and literacy educators, and settlement workers whose offices are now closed) introduces additional barriers for low-income people.[6] The loss of Chinatown businesses in the downtown eastside between 2009 and 2015 partly because of gentrification[7] may also be exacerbated by COVID-19.
The pandemic has shone a spotlight on “wicked” issues that are longstanding—poverty, racism, homelessness, and addiction. How does Canada compare with other countries in terms of income inequality? The Gini coefficient is a statistical measure of the distribution of income or wealth within a population. Comparisons of this measure across OECD countries for 2014-15 suggest Canada is below Nordic and Western European countries, and is slightly above the OECD average in terms of income inequality.[8]
So, what is to be done? Interestingly, the pandemic has opened up conversations about guaranteed income support and basic income. NDP leader Jagmeet Singh recently called for Universal Basic Income program to be introduced, and researchers like Diane Pohler (University of Toronto) have proposed a Targeted Basic Income program.[9] In a recent article, Pohler and colleagues write,
“A targeted basic income is a feasible, efficient, and equitable option for addressing income precarity during the ongoing health pandemic. It would provide a direct economic stimulus by putting money into the hands of the people most likely to spend it, and more importantly, into the hands of those most likely to need it. And once the pandemic is over, we can discuss how to make the policy permanent. As Canadians will increasingly come to understand, people can fall into poverty through no fault of their own.”[10]
A different approach to drug use is also necessary. If addiction is seen as an illness, then access to health services, access to safe supply, and decriminalization of drugs for personal use are all part of this new approach. The people most affected by this health crisis are doubtless in the best position to contribute to solutions, like many social problems. [11]
Questions related to the displacement of low-income residents and Chinese seniors in the downtown eastside are also important to keep on the table as the effects of the pandemic reside. If we don’t want a return to a society where some members are seen as disposable, actions need to be taken now.
[1] See 2017 presentation by Dr. David Hulchinki (University of Toronto): http://neighbourhoodchange.ca/homepage/vancouver-1970-2015/
[2] See Globe and Mail article by Kerry Gold: https://www.theglobeandmail.com/real-estate/vancouver/how-income-inequality-is-reshaping-metrovancouver/article37196565/
[3] See report by CTV, February 24, 2020: https://bc.ctvnews.ca/overdose-crisis-nearly-3-people-per-day-died-last-year-in-b-c-1.4825008
[4] See story by UBC researcher Lindsey Richardson: https://www.arts.ubc.ca/news/when-crises-collide-covid-19-and-overdose-in-the-downtown-eastside/.
[5] See information at: https://globalnews.ca/news/6868608/oppenheimer-park-housing-response/
[6] See article by Suzanne Smythe at: https://www.policynote.ca/digital-equity/
[7] See article: Declining Chinatown food businesses in Georgia Strait: https://www.straight.com/food/958126/declining-chinatown-food-businesses-neglected-vancouver-civic-policies-report-finds
[8] See 2017 presentation by Dr. David Hulchinki (University of Toronto): http://neighbourhoodchange.ca/homepage/vancouver-1970-2015/
[9] See Global news story: https://globalnews.ca/news/6804097/canada-basic-income-policy/
[10] Find article at: https://www.cirhr.utoronto.ca/news/targeted-basic-income-equitable-policy-response-covid-19
[11] For more information about the opioid crisis from the perspective of drug users, see podcast “Crackdown” about drugs, drug policy and the drug war led by drug user activists in Vancouver: https://crackdownpod.com/
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