Immigration policy in Canada has recently shifted, reflecting changes in other Western countries. We studied the discursive constructions of forced migrants within Bill C-31 "Protecting Canada's Immigration System Act" and its associated Backgrounder documents published by the Canadian Government. The documents were analysed using an approach to critical discourse analysis adapted from Bacchi's (2009) methodology and informed by a theoretical framework of "othering". Particular groups of migrants were represented as posing threats to the economy, the integrity of the refugee system, and national security. The documents offered three solutions: the creation of specific categories of migrants, an emphasis upon efficiency of the system, and expanded powers to the government. The problematization of asylum seekers as posing multiple threats to Canadian society obfuscates governmental responsibilities to this population and reflects common strategies of neoliberal governance.
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It is widely recognized that the most effective student mental health interventions, tools, and resources are those that are solidly grounded in theory, evidence, and practice. But developing interventions in this way can be a time-consuming, challenging process. This article describes the process of developing a classroom resource to build social emotional learning skills among high school students in Ontario. The resource was informed by the latest research evidence while also being sensitive to the implementation context and needs of educators and students. In creating, evaluating, and revising these resources over several years, lessons have emerged about what it takes to navigate inherent challenges, balance competing needs and priorities, and ultimately develop an intervention that is both evidence-informed and implementation sensitive. Flexible funding, effective partnerships, and a commitment to contextual responsivity are key.
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