scholarly journals Settling the Soul through Va' (Relational) Ethics: An Ekphrastic Review of Hinekura Smith's "Whatuora: Theorizing 'New' Indigenous Methodology from 'Old' Indigenous Weaving Practice

2019 ◽  
Vol 4 (1) ◽  
pp. 420-424
Author(s):  
Fetaui Iosefo
Keyword(s):  
Higher Education ◽  
Relational Ethics ◽  
Indigenous Methodology ◽  
Birth Place ◽  
Pacific History ◽  
Ways Of Being

This piece is layered unapologetically with indigenous ways of being as the norm. From Fetaui’s bio, she aligns herself with Hinekura’s decolonization locale. The positioning of the author’s parents also connects and honours Hinekura’s mother who is instrumental in Whatuora.  The migration of Fetaui’s parents from Samoa highlights the importance of our Pacific history and where our ancestors both Māori and Samoa traversed our Moana/Vasa(ocean). This migration and positionality is significant in aligning Samoa as respectful cousins to the land of Māori, Aotearoa, notwithstanding the birth place of her parents and of her ancestors bones in Samoa.  Her chosen life partner and children are also named and her position within higher education is last.  Our whanau/aiga (family) our whenua/fenua (land) are our collective priorities. Our academic credentials are ranked last.

Higher Education Transcendence Through Transdisciplinarity

2019 ◽  
pp. 30-44
Author(s):  
Linda Ellington ◽  
Kimberly L. Blanchette
Keyword(s):  
Higher Education ◽  
Higher Learning ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Institutions Of Higher Learning ◽  
The Future ◽  
Higher Educational ◽  
Problem Solvers ◽  
Ways Of Being

The future of higher educational institutions is in need of innovators, creative thinkers, problem solvers, and people who can envision transcending across disciplines into a transdiciplinarity environment that by its nature requires institutions of learning to identify the challenges that affect humanity and investigate and implement solutions throughout the life of those challenges, working continuously to iteratively improve upon yesterday's solutions. Allowing the coexistence of old and new, being able to deal with change and disorder while explaining persistence and order requires practices that connect contextually things, people, and events that are distant and only partially congruent. Transdisciplinarity as a construct or framework can guide institutions of higher learning to break from outdated models and structures to form new ways of being that are fluid, heuristic, and holistic. Transperformative education can serve as a model to operationalize transdisciplinarity at the curricula, instructional, operational, and strategic level.

scholarly journals Living stories through a sweet grass porcupine quill box methodology:

2019 ◽  
Vol 14 (2) ◽  
pp. 276-292
Author(s):  
Mary Smith
Keyword(s):  
Health Care ◽  
Chronic Kidney Disease ◽  
Kidney Disease ◽  
Community Health ◽  
Cultural Knowledge ◽  
Research Project ◽  
Indigenous Methodology ◽  
Health Experiences ◽  
Ways Of Being ◽  
Sharing Circles

Abstract The twofold purposes of this research project were to engage a distinctive Indigenous methodology and gather the living stories regarding community health experiences pertaining to Chronic Kidney Disease. An artistically inspired Indigenous methodology arose within contextual ways of being and knowing within the community, expressed through the art and crafting of a sweetgrass and porcupine quill box. The methods respected traditional community protocols prioritizing sharing circles involving elders and storytelling. The living stories from ten participants illuminated relationality and cultural knowledge as a strength amid fears and feelings of mistrust. Additionally, inequitable access and racialized health care also emerged as root factors leading to decreased participation in health care. The participant’s sharing of dreams revealed wisdom and interpretations that created living stories where dreams are enmeshed in all daily moments to guide and direct.

Alexander the Great Had Aristotle

2019 ◽  
pp. 3-15
Author(s):  
Paul Woodruff
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Community Education ◽  
Institutions Of Higher Education ◽  
Alexander The Great ◽  
The Past ◽  
The World ◽  
Healthy Organization ◽  
Ways Of Being ◽  
Do So

Leaders can emerge only under certain conditions; they need opportunities, experience, and education. Some famous leaders from the past have developed without formal education, but Alexander the Great studied with Aristotle. We should look at examples of leaders who changed the world without armies, however. Today, institutions of higher education can provide the necessary education, as well as opportunities and experience; they should do so intentionally in order to make good on their promise to students and parents. Opportunities arise inside and outside the classroom. Students should make the most of these opportunities in order to gain experience as leaders. Freedom is an essential component of opportunity for leadership, since leadership does not flourish in a strict hierarchical community. Education for leadership suits all students; there are many ways of being a leader, and in a healthy organization, every member is prepared to show leadership. Leaders need followers, of course, but good followers develop the same abilities as good leaders. This chapter outlines the main topics that the book will cover.

scholarly journals Talatalanoa as ongoing complex conversations and negotiation of practice in higher education

2021 ◽  
Vol 26 ◽  
pp. 83-89
Author(s):  
David Fa'avae ◽  
Sonia Fonua
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Teacher Educator ◽  
Difficult Time ◽  
European Heritage ◽  
A Site ◽  
Diverse Cultures ◽  
Ways Of Being

Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

Imagining the Future of Jotería Studies as a Framework in the Field of Higher Education

2020 ◽  
Vol 14 (2) ◽  
pp. 67-86
Author(s):  
Antonio Duran ◽  
Roberto C. Orozco ◽  
Sergio A. Gonzalez
Keyword(s):  
Higher Education ◽  
College Students ◽  
Education Professionals ◽  
Queer Of Color ◽  
The Future ◽  
Higher Education Professionals ◽  
Ways Of Being

Although research on queer Latinx/a/o college students has increased in recent years, only a few studies employ frameworks that originate from queer Latinx/a/o communities. To center ways of being and knowing rooted in queer Latinx/a/o experiences, this manuscript argues that educators, scholars, and practitioners interested in the study of higher education should mobilize Jotería Studies as a framework. In this manuscript, the authors offer an overview of Jotería Studies before discussing how Queer of Color frameworks have emerged in education. Following this foundation, the authors generate recommendations for how educators, researchers, and higher education professionals can use Jotería Studies to guide their work.

scholarly journals New Research Perspectives on Native American Students in Higher Education

JCSCORE ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 60-80
Author(s):  
Stephanie J. Waterman
Keyword(s):  
Higher Education ◽  
Native American ◽  
Indigenous Knowledge ◽  
Knowledge Systems ◽  
Indigenous Methodology ◽  
Native American Students ◽  
Research Perspectives ◽  
Indigenous Knowledge Systems ◽  
History Of ◽  
New Research

This chapter begins with a brief history of higher education’s role in assimilation, oppression, and removal of Indigenous people. A short literature review outlines the progression of higher education literature from deficit focused ideologies to current research that decolonizes and centers of Indigenous Knowledge Systems. “Sharing circles” as an Indigenous methodology is described. Centering Indigenous experiences in higher education and Indigenous knowledge systems focus on ways that Western forms of education can be used as tools to strengthen Native nations.

scholarly journals Toward an Ideal Relational Ethic: Rethinking university-community engagement

2008 ◽  
Vol 1 ◽  
pp. 73-89 ◽  
Author(s):  
Steve Garlick ◽  
Victoria J. Palmer
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Community Engagement ◽  
Relational Ethics ◽  
Moral Leadership ◽  
Theoretical Development ◽  
Spatial Dimensions ◽  
Relational Ethic ◽  
Context Specific ◽  
University Community

This paper explores how an ideal relational ethic based on Zygmunt Bauman’s (1995) notion of forms of togetherness is needed to underpin university-community engagement processes and practices. We focus on the notion of being-for, and suggest that it can be used as an ‘engagement bridge’ between higher education institutions, the creation of human capital and communities, and can be a means to achieve ethical outcomes to local concerns. Much of Bauman’s (1995; 2001; 2007) theoretical development has focussed on the liquidity of modernity, to give the impression that community - in the spatially, physically located and fixed sense of the term - no longer exists. This paper proposes that spatial dimensions, particularly in the context of developing relational ethics, are important. This is particularly so for paying adequate attention to context-specific values, principles and issues in communities, for developing enterprising human capital via engagement, and for addressing matters of socio-political importance such as the environment. Contemporary neo-liberal times require ethical and moral leadership from universities. This paper suggests that such leadership can be developed from focussing attention on the forms of togetherness fostered by university-community engagement.

Professional Learning through MOOCs?

2015 ◽  
pp. 48-60 ◽  
Author(s):  
Jason M. Lodge ◽  
Melinda J. Lewis
Keyword(s):  
Higher Education ◽  
Complex Systems ◽  
Systems Thinking ◽  
Professional Learning ◽  
Educational Innovation ◽  
Educational Technologies ◽  
Health Community ◽  
Complex Systems Thinking ◽  
Nuanced Understanding ◽  
Ways Of Being

This chapter will locate debates around MOOCs within a discussion on the purposes of higher education for professional learning and trends for trans-disciplinary approaches in designs for networked learning. The authors revisit the meaning of a ‘higher' education in contemporary tertiary contexts and within professional learning degrees and also examine the types of expertise required when designing for and facilitating learning in a MOOC open-style environment. In response to these aims, they offer a trans-disciplinary framework (Wadsworth, 2010) drawn from complex systems thinking in health, community and human services, to assist our enquiry into educational innovation. The authors suggest that a more nuanced understanding of the types of expertise required by those involved in macro-level learning occurring in MOOCs will lead towards a greater role in creating the next generation of multi-professional experts. They draw from the learning sciences, epistemologies on ways of being and becoming, and innovations with educational technologies.

scholarly journals Considering Craft- and Arts-Based Practitioner Inquiry Activities as a Prompt for Transforming Practice

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Margie Childs ◽  
Tobeka Mapasa ◽  
Marina Ward
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Student Support ◽  
Practitioner Inquiry ◽  
Sense Making ◽  
Learning Space ◽  
Theoretical Perspectives ◽  
Hands On ◽  
Support Practices ◽  
Ways Of Being

Craft- and arts-based procedures, as examples of aesthetic communication, have the potential to inspire new ways of being and doing in the context of student support activities in higher education environments. In this article, we share our experiences of using craftwork and arts-infused activities to examine our practice. In our research undertaking, we collaborated creatively in order to scrutinise and question our taken-for-granted and usual student support practices. The purpose of our inquiry was to engage with specific craft- and arts-based procedures in order to discover how transformation of practice, prompted by creative activism, could be realised. To achieve this, we developed an innovative, Crafting Connections, procedure. This hands-on technique adds to the creative repertoire available to scholars and practitioners. Material sense making employing this craftwork process and arts-based activities facilitated the exploration of student support practices. Using visual activism and a transformative activist stance as theoretical perspectives, images, crafted artefacts, and collage work were scrutinised. This positioned us to make an argument for the coalescing of understanding and prompting of transformed practice informed by creative action and insight. Through craft- and arts-based practitioner inquiry activities, we gained insights regarding ways of creating a transformative learning space for students and staff to grow towards their goals and realise their intentions in a mutually beneficial manner. Our reflections further revealed that it is essential for staff to balance nurturing with respect for agency as a key action in the student support process.

scholarly journals More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education

2016 ◽  
Vol 4 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Michelle Pidgeon
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Economic Status ◽  
Academic Disciplines ◽  
Aboriginal Peoples ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
Indigenous Nations ◽  
Statistics Canada ◽  
Ways Of Being

Since the 1970s there has been increased focus by institutions, government, and Indigenous nations on improving Aboriginal peoples participation and success in Canadian higher education; however disparity continues to be evident in national statistics of educational attainment, social determinants of health, and socio-economic status of Aboriginal compared to non-Aboriginal Canadians. For instance, post-secondary attainment for Aboriginal peoples is still only 8% compared to 20% of the rest of Canada (Statistics Canada, 2008, 2013). A challenge within higher education has been creating the space within predominately Euro-Western defined and ascribed structures, academic disciplines, policies, and practices to create meaningful spaces for Indigenous peoples. Indigenization is a movement centering Indigenous knowledges and ways of being within the academy, in essence transforming institutional initiatives, such as policy, curricular and co-curricular programs, and practices to support Indigenous success and empowerment. Drawing on research projects that span the last 10 years, this article celebrates the pockets of success within institutions and identifies areas of challenge to Indigenization that moves away from the tokenized checklist response, that merely tolerates Indigenous knowledge(s), to one where Indigenous knowledge(s) are embraced as part of the institutional fabric.

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