scholarly journals Post Neo-Liberalism and the Humanities: What the Repressive State Apparatus Means for Universities

2012 ◽  
Vol 42 (2) ◽  
pp. 1-12 ◽  
Author(s):  
Emery J. Hyslop-Margison ◽  
Hugh A. Leonard
Keyword(s):  
Social Transformation ◽  
Public Spaces ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Political Role ◽  
Humanities Education ◽  
State Apparatus ◽  
Democratic Dialogue ◽  
The Impact ◽  
The Relationship

In this article we explore how neo-liberal and post neo-liberal policies threaten the humanities in post-secondary education as a potential site of democratic dialogue and social transformation. We distinguish between neo-liberalism and post neo-liberalism on the basis of the latter’s increased police suppression of democratic dissent. We are especially concerned with the impact of the repressive state apparatus on the critical public spaces traditionally provided by a humanities education. In response to this threat, we propose encouraging university faculty to assume a far more active political role in educating the general public on the relationship between the humanities and democratic societies.  

Measuring the Impact of Post-Secondary Education in Prison

1998 ◽  
Vol 27 (1-2) ◽  
pp. 87-106 ◽  
Author(s):  
Stephen Duguid ◽  
Colleen Hawkey ◽  
Wayne Knights
Keyword(s):  
Secondary Education ◽  
Post Secondary Education ◽  
Post Secondary ◽  
The Impact

scholarly journals Does sustainable consumption matter? Consumer grocery shopping behaviour andthe pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ing Grace Phang ◽  
Bamini K.P.D. Balakrishnan ◽  
Hiram Ting
Keyword(s):  
Social Transformation ◽  
Sustainable Consumption ◽  
Well Being ◽  
Grocery Shopping ◽  
Consumer Decision Making ◽  
Content Type ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role

Purpose The COVID-19 pandemic took the world by surprise in early 2020. The preventive measures imposed by many countries limited human movement, causing uncertainty and disrupting consumption patterns and consumer decision-making. This study aims to explore consumers’ panic buying (PB) and compulsive buying (CB) as outcomes of the intolerance of uncertainty (IU). The moderating role of sustainable consumption behaviours (SCBs) (e.g. quality of life [QOL], concern for future generation and concern for environmental well-being) were also tested to raise awareness of responsible and mindful consumption amongst the society and business stakeholders. Design/methodology/approach To empirically examine the grocery shopping behaviours of Malaysian consumers during COVID-19, a total of 286 valid grocery consumer survey responses based on a purposive sampling were collected and analysed during the movement control order period between March and July 2020. Findings The findings confirmed the statistically significant impact of IU on both PB and CB and the impact of PB on CB behaviour. Amongst the three SCBs tested, only QOL significantly moderated the relationship between the IU and PB. Originality/value To the best of the authors’ knowledge, this is the first study to construct a framework of consumers’ PB and CB during the pandemic, building upon the stimulus-organism-response model and the concepts of IU and SCB. This study further serves as the pioneering study on the moderating role of SCB in consumer behaviour research in the pandemic context, whereby consumers’ QOL significantly moderates the relationship between their IU and PB. This study has also drawn specific implications for grocery retailers and government agencies for retail and policy planning to promote positive social transformation in consumer buying behaviours during a pandemic or crisis.

scholarly journals Not On My Watch: White Time In Post-Secondary Education And Its Impacts On Students’ Mental Health

2021 ◽  
Author(s):  
Emily Britt
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Secondary Students ◽  
Negative Impact ◽  
Educational Institutions ◽  
Temporal Constraints ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Narrative Study ◽  
The Impact

This is a qualitative narrative study of the impact that white time within post-secondary educational institutions has on the mental health of students. White time can be described as the concept of time that has been created to favour the experiences of the dominant white community. Using a narrative approach, the researcher interviewed several participants to understand how current and/or past post-secondary students understand time within these academic institutions. After interviewing two students, and analyzing the data, it was found that both students found the temporal constraints within post-secondary education to be overwhelming. Both participants described situations in which they have experienced white time within their academic careers. Additionally, both participants linked their experiences of white time and of temporal constraints to a negative impact on their mental health.

scholarly journals Globalization and Post-Secondary Education Policy in Canada:A Review of Trends

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Dale Kirby
Keyword(s):  
Secondary Education ◽  
Newfoundland And Labrador ◽  
Economic Globalization ◽  
Training System ◽  
Workforce Training ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Review Reports ◽  
The Impact ◽  
And Training

In 2005, provincial governments in Ontario and Newfoundland and Labrador each commissioned comprehensive public post-secondary education and training system reviews. While there are considerable differences between the systems and policy approaches in these jurisdictions, the final reports of each of these reviews provide an interesting repository of current post-secondary policy tendencies in Canada. The principal arguments and recommendations put forward in the review reports demonstrate the pervasive influence of economic globalization and the continuing shift to a more utilitarian and market-oriented ideological outlook on post-secondary education’s raison d'être. The policies advocated by both reviews illustrate, to varying extents, the impact of dominant influences on modern post-secondary policies including workforce training, privatization, marketization, internationalization and quality assessment mechanisms. En 2005, les gouvernements provinciaux de l'Ontario et de Terre-Neuve et Labrador ont commandé séparément des comptes-rendus détaillés sur les systèmes publiques d'enseignement et de formation au niveau post- secondaire. Quoiqu'il y ait bien des différences entre les systèmes et les approches politiques des deux provinces, chacun des comptes-rendus finals devient un répertoire intéressant des tendances en cours de la politique de l’éducation post-secondaire. Les recommendations et arguments principaux présentés dans ces comptes-rendus démontrent l'influence envahissante de la mondialisation économique et le changement continu vers une perspective idéologique plus utilitaire et plus orientée vers la commercialisation sur la raison d'être de l'enseignement post-secondaire. Les recommandations de ces deux comptes-rendus démontrent l'effet des influences dominantes sur la politique de l’éducation post-secondaire moderne pour y incorporer la formation de la main-d'œuvre; la privatisation et la commercialisation et les mécanismes d'évaluation de la qualité.

scholarly journals Ricoeur in South Africa. Some remarks on his impact beyond philosophy

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Bernard Lategan
Keyword(s):  
South Africa ◽  
Discourse Analysis ◽  
Social Transformation ◽  
Transformative Power ◽  
Innovative Work ◽  
Future Potential ◽  
Role Of The Reader ◽  
The Impact ◽  
The Relationship

The work of Paul Ricoeur is of much wider significance than just for the field of philosophy. This contribution discusses the impact of his ideas on developments in South Africa in three areas beyond philosophy: discourse analysis, concepts of selfhood, and the role of memory in social transformation. His dynamic understanding of communication helped to liberate discourse analysis in South Africa from an a-historical approach by focusing on the role of the reader, the context of reception and the transformative power of the text. His innovative work on the relationship between the self and the other has the potential to lead to a more inclusive understanding of being human together and to an enriched and expanded concept of identity. His extensive work on memory, history and forgetting can provide the basis to unlock the future potential of memory and for a memory liberated from being defined and held ransom by the past.

Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans

2018 ◽  
Vol 17 (5) ◽  
pp. 733-754 ◽  
Author(s):  
Janine Jongbloed
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Satisfaction With Life ◽  
Tertiary Education ◽  
Well Being ◽  
Post Secondary Education ◽  
Single Item ◽  
Men And Women ◽  
Post Secondary ◽  
The Impact

This study examines the impact of post-secondary education on the well-being of Europeans, comparing single-item hedonic and multi-dimensional eudaimonic models of well-being, operationalized as ‘satisfaction with life’ (SWL) and ‘flourishing’. The results indicate that the impact of education varies significantly when well-being is defined from each of these two perspectives: although vocational education is not significantly associated with the SWL of women and men, it is significantly associated with the extent to which both men and women are flourishing in their lives. Tertiary education is significant across all models for both SWL and flourishing. This study highlights the importance of comprehensive conceptualizations and measurements of well-being in European educational research and public policy.

scholarly journals The pedagogical role of multicultural leadership in post-apartheid South Africa

2014 ◽  
Vol 70 (1) ◽  
Author(s):  
Gordon E. Dames ◽  
Glenda A. Dames
Keyword(s):  
South Africa ◽  
Practical Theology ◽  
Social Transformation ◽  
Public Spaces ◽  
Multicultural Society ◽  
Social Challenges ◽  
Multicultural Leadership ◽  
New Democracy ◽  
The Relationship

Practical theology in the 21st century is faced with increasing diversity that requires a new pedagogy to address multicultural challenges. Multiculturalism serves as a subversive agency for monocultural and ‘silent minority’ landscapes. It might also contribute to the development of an identity pedagogue for the three public spaces of theology, specifically in South Africa, where this new democracy seeks a new culture of humanity and has to deal with the dichotomy of a multicultural society and a resistant monocultural ‘laager’ mentality of minority races. Despite the promising start to its democracy, South Africa has many social challenges and practical theology has a role to play by reflecting on how we understand and embody the relationship between faith, culture and public life. To this end, this article seeks to reflect critically on spirituality, leadership and social transformation praxis in search of meaning-forming multicultural praxes.

scholarly journals 32. Increasing the Impact of Canadian Research on Teaching and Learning in Post-Secondary Education

2011 ◽  
Vol 2 ◽  
pp. 187
Author(s):  
Ros Woodhouse ◽  
Carole Dence
Keyword(s):  
Teaching And Learning ◽  
Post Secondary Education ◽  
Research Issues ◽  
Post Secondary ◽  
Research On Teaching ◽  
Collaborative Strategies ◽  
Teaching Learning ◽  
The Impact ◽  
Canadian Research ◽  
Education Conference

This paper builds on an inquiry process initiated during a session at the 2008 Society for Teaching and Learning in Higher Education conference. The goal was to promote scholarly research on teaching, learning, and educational development in Canadian post-secondary institutions by identifying and prioritizing research issues, and emerging collaborative strategies for inquiry into these issues. We reflect on the initial outcomes of the session and on strategies to increase the impact of research on teaching and learning in our institutions.

scholarly journals Local Indigenous ways of knowing and learning in the classroom through Community-engaged learning

Journal ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 47-57
Author(s):  
Andrew Judge ◽  
Sherry Fukuzawa ◽  
Jonathan Ferrier
Keyword(s):  
Secondary Education ◽  
Ways Of Knowing ◽  
Fundamental Difference ◽  
Post Secondary Education ◽  
Engaged Learning ◽  
Community Members ◽  
Post Secondary ◽  
Indigenous Ways Of Knowing ◽  
Japanese Canadian ◽  
The Impact

This paper reflects on the impact of community-engaged learning (CEL) in post-secondary education, as guided by local Indigenous community members, specifically members of the Anishinaabeg Nation and more specifically Mississauga peoples. This CEL way of educating highlights a fundamental difference between Indigenous axiology, where localized relationships and community contributions are paradigm, with traditional Euro-Western hegemonic pedagogies. Within this framework, we hope to contribute to the larger discourse in revising the axiological foundation applied to knowledge within the Academy, based on authentic expressions of an Indigenous way of knowing and learning.  We seek to recapitulate the ways that knowledge in the field of anthropology (and post-secondary education in general) is valued and assessed through the first-hand experiences of two cis male Anishinaabe academics, and one cis female Japanese Canadian academic, involved in the development and delivery of community-engaged learning on Turtle Island.

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