Critical perspectives on the transformative potential of higher education in Aoteara New Zealand

<p>The global economic recession has resulted in unprecedented levels of inequality among the masses and paradoxically extraordinary levels of wealth and fortune among an elite few. In Aotearoa New Zealand, there is a widely held belief among Māori that higher education provides the key to dismantling inequalities and a ‘good education’ will help in the making of a better life. This research study looks at how to create positive transformation for Māori through education by exploring the inter-relationship between higher education, transformation and social class in contemporary Aotearoa New Zealand. Based on semi-structured interviews with 30 ‘highly educated’ Māori from diverse backgrounds, aged 25 to 46 years old, this thesis explores the perspectives and tensions that arise for contemporary Māori who are creating a landscape for themselves and their whānau (family), particularly how higher education is complicit in both the potential to transform and the potential to constrain transformation. At the end of the day, are highly educated Māori simply maintaining the status quo, or are they in fact building organic intellectuals with the capacity to create and effect positive transformation for the collective? The research found that higher education success was a key enabler for transformation. Higher education opened doors and provided opportunities for participants to build critical consciousness and accrue material wealth as individuals in order to contribute to collective (whānau, hapū and Iwi) transformation. Only half of the participants identified with social class and therefore class consciousness was not a lever for transformation, rather it was at the level of whakapapa (genealogy) where transformative consciousness might be accelerated. Whānau is the critical transformation site and participants are leading transformative strategies in a range of dynamic ways, however, at present this action is uncoordinated. The findings showed scope for increased cohesion and collaboration in order to develop innovative strategies which draw on ‘both’ cultural and material wealth to address structural inequalities and enliven whānau, hapū, iwi and Māori transformative aspirations.</p>

Critical perspectives on the transformative potential of higher education in Aoteara New Zealand

<p>The global economic recession has resulted in unprecedented levels of inequality among the masses and paradoxically extraordinary levels of wealth and fortune among an elite few. In Aotearoa New Zealand, there is a widely held belief among Māori that higher education provides the key to dismantling inequalities and a ‘good education’ will help in the making of a better life. This research study looks at how to create positive transformation for Māori through education by exploring the inter-relationship between higher education, transformation and social class in contemporary Aotearoa New Zealand. Based on semi-structured interviews with 30 ‘highly educated’ Māori from diverse backgrounds, aged 25 to 46 years old, this thesis explores the perspectives and tensions that arise for contemporary Māori who are creating a landscape for themselves and their whānau (family), particularly how higher education is complicit in both the potential to transform and the potential to constrain transformation. At the end of the day, are highly educated Māori simply maintaining the status quo, or are they in fact building organic intellectuals with the capacity to create and effect positive transformation for the collective? The research found that higher education success was a key enabler for transformation. Higher education opened doors and provided opportunities for participants to build critical consciousness and accrue material wealth as individuals in order to contribute to collective (whānau, hapū and Iwi) transformation. Only half of the participants identified with social class and therefore class consciousness was not a lever for transformation, rather it was at the level of whakapapa (genealogy) where transformative consciousness might be accelerated. Whānau is the critical transformation site and participants are leading transformative strategies in a range of dynamic ways, however, at present this action is uncoordinated. The findings showed scope for increased cohesion and collaboration in order to develop innovative strategies which draw on ‘both’ cultural and material wealth to address structural inequalities and enliven whānau, hapū, iwi and Māori transformative aspirations.</p>

THE CONTENT OF EDUCATIONAL AND PEDAGOGICAL FORECASTING IN UKRAINE (1917 – 1920)

The article is devoted to the study of the problem of the content of educational and pedagogical forecasting in Ukraine in the period 1917 – 1920. The author concludes that the content of educational and pedagogical forecasting in Ukraine in the period 1917-1920 is manifested in the development of its national paradigm, the search for variable systems and models, technologies and methods of training teachers. The problem of educational and pedagogical forecasting within certain limits is a component and objectively existing, independent, defining direction, which allows to study the holistic process of development of preschool, secondary and higher education in Ukraine, its features, color; identify the leading trends, ideas, creative experience of training, which determines the positive transformation of the values of Ukrainian society; to outline ways to update educational and pedagogical forecasting in modern socio-political and economic conditions and to update the accumulated material from the past in the realities of pedagogical theory and practice of today.

INTEGRASI KEILMUAN LEMBAGA PENDIDIKAN ISLAM

In this chapter explains the role of Islamic education as an agent of civilization and social change. Islamic education is expected to be able to make significant changes in the atmosphere of modernization and globalization, because in the globalization era, Islamic education is demanded to be more dynamic and proactive. This is what makes Islamic education continue to innovate and break new ground in making significant contributions and positive transformation. Thus Islamic education is expected to continue to make improvements in the form of scientific integration, it is intended that the progress of Muslims can be better in terms of theoretical and practical intellectual.

Blood-red shoes?

This chapter examines the motif of red shoes in The Red Shoes (Powell and Pressburger, 1948) and The Wizard of Oz (Victor Fleming, 1939), in light of the intervening World War. Whereas Dorothy’s ruby slippers are linked to positive transformation, Vicky’s bloody shoes in the later film stand for the rejection of domesticity in the context of post-war gender politics. They take her far from home, to be torn apart by the forces at war in her psyche.

Pursuing creative tourism for positive transformation and sustainable development.

This chapter is divided into three parts. It begins by discussing some strategic areas to consider to advance creative tourism development locally and internationally. Then, views creative tourism in light of the United Nations Sustainable Development Goals. Filling out the chapter, the authors close by exploring some of the potential trajectories of creative tourism in the future, in a section entitled, "Going forward with transformative aspirations".