title: How can technological creativity be taught in the Saudi Arabian elementary school context?

authors: Alqarni, Abdullah Ali A.

abstract: Teaching technological creativity in the Saudi Arabian school context can support the inclusion of technology education in general education. To support this view, the thesis proposes that technological creativity be a topic taught in the elementary school context. The intention is to assist pupils aged six to twelve years to learn how to be creative through planning and carrying out activities. The thesis attempts to introduce the concept of technological creativity to gain insights that can help to enlighten pupils technologically in a way that aligns with Islamic culture. A Critical Interpretative Synthesis (CIS) methodological approach was conducted to identify, select, synthesise, and analyse integrated papers on teaching technological creativity at the elementary school level from 21 developed countries. Papers from a variety of sources, 135 altogether, were selected for the synthesis and to develop a synthesising argument (theoretical framework), derived from constructs generated in the papers included. The text of each of the papers was treated as data and objects of inquiry. This makes CIS different from meta-ethnography (ME) in that it does not aim only at aggregating or summarising findings from studies but rather at developing a clear argument around the chosen topic in order to produce a mid-range theory based on a large, diverse body of literature. The analyses were performed in two major stages: identification, inclusion, analysis and the appraisal of papers; and developing a synthesising argument derived from the synthetic constructs embedded in the integrated papers dealing with the question, how can technological creativity be taught in the Saudi Arabian elementary school context? The synthesising argument provides a new model of interpretation developed from the findings of CIS and the synthesis process. The thesis argues that a true understanding of the benefits of this topic can be achieved through a consideration of the findings of this thesis based on the critique of relevant papers drawn from the research literature of a number of developed countries. The research study seeks to encourage the education of pupils through teaching them creative processes and helping them both appreciate and enjoy technology education. Thus the aim includes developing their personality and sense of self-worth. It is also hoped that this research will be of interest to teachers in elementary education, curriculum developers, Saudi scholars and future researchers of technology education.

text: How can technological creativity be taught in the Saudi Arabian elementary school context? Teaching technological creativity in the Saudi Arabian school context can support the inclusion of technology education in general education. To support this view, the thesis proposes that technological creativity be a topic taught in the elementary school context. The intention is to assist pupils aged six to twelve years to learn how to be creative through planning and carrying out activities. The thesis attempts to introduce the concept of technological creativity to gain insights that can help to enlighten pupils technologically in a way that aligns with Islamic culture. A Critical Interpretative Synthesis (CIS) methodological approach was conducted to identify, select, synthesise, and analyse integrated papers on teaching technological creativity at the elementary school level from 21 developed countries. Papers from a variety of sources, 135 altogether, were selected for the synthesis and to develop a synthesising argument (theoretical framework), derived from constructs generated in the papers included. The text of each of the papers was treated as data and objects of inquiry. This makes CIS different from meta-ethnography (ME) in that it does not aim only at aggregating or summarising findings from studies but rather at developing a clear argument around the chosen topic in order to produce a mid-range theory based on a large, diverse body of literature. The analyses were performed in two major stages: identification, inclusion, analysis and the appraisal of papers; and developing a synthesising argument derived from the synthetic constructs embedded in the integrated papers dealing with the question, how can technological creativity be taught in the Saudi Arabian elementary school context? The synthesising argument provides a new model of interpretation developed from the findings of CIS and the synthesis process. The thesis argues that a true understanding of the benefits of this topic can be achieved through a consideration of the findings of this thesis based on the critique of relevant papers drawn from the research literature of a number of developed countries. The research study seeks to encourage the education of pupils through teaching them creative processes and helping them both appreciate and enjoy technology education. Thus the aim includes developing their personality and sense of self-worth. It is also hoped that this research will be of interest to teachers in elementary education, curriculum developers, Saudi scholars and future researchers of technology education.

year: 2013

title: The built environment, Hamilton City Council policies and child driveway safety: a balancing act

authors: Madley, Brendan

subjects: child safety

abstract: Driveway run-overs continue to bring tragedy to New Zealand families at a higher rate than any other Western nation. Meanwhile, little progress appears to have been made in regard to the recommendations of previous research. This project investigates whether recommendations in regard to one key factor in driveway run-overs, the built environment, are reflected in current local body policies and regulations. The research evaluates Hamilton City Council policies affecting the renovation and/or erection of domestic residences with a view to determining whether they are consistent with existing knowledge and best practice initiatives designed to minimise accidental injuries to children on driveways.
The project compares the findings of a review of the existing literature on child safety best practice for the built environment and urban design of driveways, with a review of Hamilton City Council policies and guidelines relating to the built environment of residential properties and adjacent roads (the Operative District Plan, Ten Year Plan, Urban Growth Strategy, Vista, and more), along with relevant central government policy. These findings are triangulated with data from interviews with four expert informants – one child safety expert and three Hamilton City Council employees involved in planning, policy and transport – who provide insights into the translation of policies into practice.

text: The built environment, Hamilton City Council policies and child driveway safety: a balancing act Driveway run-overs continue to bring tragedy to New Zealand families at a higher rate than any other Western nation. Meanwhile, little progress appears to have been made in regard to the recommendations of previous research. This project investigates whether recommendations in regard to one key factor in driveway run-overs, the built environment, are reflected in current local body policies and regulations. The research evaluates Hamilton City Council policies affecting the renovation and/or erection of domestic residences with a view to determining whether they are consistent with existing knowledge and best practice initiatives designed to minimise accidental injuries to children on driveways.
The project compares the findings of a review of the existing literature on child safety best practice for the built environment and urban design of driveways, with a review of Hamilton City Council policies and guidelines relating to the built environment of residential properties and adjacent roads (the Operative District Plan, Ten Year Plan, Urban Growth Strategy, Vista, and more), along with relevant central government policy. These findings are triangulated with data from interviews with four expert informants – one child safety expert and three Hamilton City Council employees involved in planning, policy and transport – who provide insights into the translation of policies into practice.

year: 2014

title: Genealogical Violence: Mormon (Mis)Appropriation of Māori Cultural Memory through Falsification of Whakapapa

authors: Simon, Hemopereki

subjects: whakapapa

abstract: The study examines how members of the historically white possessive and supremacist Church of Jesus Christ of Latter-day Saints in the United States (mis)appropriated Māori genealogy, known as whakapapa. The Mormon use of whakapapa to promote Mormon cultural memory and narratives perpetuates settler/invader colonialism and white supremacy, as this paper shows. The research discusses Church racism against Native Americans and Pacific Peoples. This paper uses Anthropologist Thomas Murphy’s scholarship to demonstrate how problematic the Book of Mormon’s religio-colonial identity of Lamanites is for these groups. Application of Aileen Moreton-Robinson’s white possessive doctrine and Hemopereki Simon’s adaptation to cover Church-Indigenous relations and the salvation contract is discussed. We explore collective and cultural memory and discuss key Māori concepts like Mana, Taonga, Tapu, and Whakapapa. A brief review of LDS scholar Louis C. Midgley’s views on Church culture, including Herewini Jones’s whakapapa wānanga, is followed by a discussion of Māori cultural considerations and issues. The paper concludes that the alteration perpetuates settler/invader colonialism and Pacific peoples’ racialization and white supremacy. Genetics science and human migration studies contradict Mormon identity narratives and suggest the BOM is spiritual rather than historical. Finally, the paper suggests promoting intercultural engagement on Mormon (mis)appropriation of taonga Māori.

text: Genealogical Violence: Mormon (Mis)Appropriation of Māori Cultural Memory through Falsification of Whakapapa The study examines how members of the historically white possessive and supremacist Church of Jesus Christ of Latter-day Saints in the United States (mis)appropriated Māori genealogy, known as whakapapa. The Mormon use of whakapapa to promote Mormon cultural memory and narratives perpetuates settler/invader colonialism and white supremacy, as this paper shows. The research discusses Church racism against Native Americans and Pacific Peoples. This paper uses Anthropologist Thomas Murphy’s scholarship to demonstrate how problematic the Book of Mormon’s religio-colonial identity of Lamanites is for these groups. Application of Aileen Moreton-Robinson’s white possessive doctrine and Hemopereki Simon’s adaptation to cover Church-Indigenous relations and the salvation contract is discussed. We explore collective and cultural memory and discuss key Māori concepts like Mana, Taonga, Tapu, and Whakapapa. A brief review of LDS scholar Louis C. Midgley’s views on Church culture, including Herewini Jones’s whakapapa wānanga, is followed by a discussion of Māori cultural considerations and issues. The paper concludes that the alteration perpetuates settler/invader colonialism and Pacific peoples’ racialization and white supremacy. Genetics science and human migration studies contradict Mormon identity narratives and suggest the BOM is spiritual rather than historical. Finally, the paper suggests promoting intercultural engagement on Mormon (mis)appropriation of taonga Māori.

year: 2024