New Issue of the Mediterranean Journal of Educational Studies
The MJES, a regional peer reviewed journal with an international readership, has been published by the Euro-Mediterranean Centre for Educational Research since 1996, and its special thematic series is produced in collaboration with Sense Publishers in Rotterdam. The latest in the series is edited by Dr Simone Galea from the Faculty of Education and Dr Adrian Grima from the Faculty of Arts, and is titled The Teacher, Literature and the Mediterranean. The founding and general editor of the MJES is EMCER director Professor Ronald G. Sultana, who is also a member of the Faculty of Education.
At a time when the Mediterranean has rediscovered its own vitality, seven academics from the fields of education and literature look at how fictions set in the region narrate the role of the teacher from the point of view of the students and from that of the teachers themselves.
While an increasingly technocratic approach to the performance of teachers focuses on competences, these often highly subjective narratives tell stories of practitioners who refuse to fit into the would imposed on them by patriarchy or the educational institutions.
The writers dealt with in this volume are aware that teachers cannot be solely defined in terms of what they are expected to do within schools and classrooms. This reductively conceives them as simply needing the skills to teach without having the ability to contextualize their teaching within wider historical, social and cultural realities. With its migration flows and intricate web of social and cultural politics, the Mediterranean of the 21st century is an ideal space for reflections on the role of the teacher in an ever-changing society.
27 October 2014
Dr Alan Deidun participates at the Ocean Literacy Conference
Dr Alan Deidun, from the Physical Oceanography Unit, recently participated at the 2nd EMSEA (European Marine Science Educators Association) conference held in Gothenburg, Sweden. The choice of the hosting country was a fortunate one, considering that Sweden was the first country to actually designate its own ambassador for the Seas/Ocean. The small oceanic state of Palau recently followed these steps too. At the EMSEA Conference, Dr Deidun delivered a presentation on the ocean literacy work conducted to date by the IOI-MOC.
EMSEA serves as a nexus between scientists and educators in formulating innovative and motivating ways through which to teach students of all ages about the sea, in a global movement known as ocean literacy, which sparked off in the US in 1976, with the foundation of NMEA (National Marine Educators Association) and which has finally infected Europe as well, with ocean literacy featuring as a cornerstone of priority thematics listed in the first Horizon 2020 calls. For instance, in the US, students are paired with research scientists in summer to follow their work; scientists are invited to deliver a talk on a particular fish species they are working on, followed by a dinner with the same species cooked by local chefs, in what are extremely popular sold-out events.
There is a plethora of audacious ways in which students can be inspired to think about marine science concepts and be inspired about the sea, without the need to break the bank to do this. At EMSEA, a number of demonstrations vividly showed how this could be done – for example, a particular demonstration experiment involved separately placing an ice cube in a cup full of freshwater and in one full of seawater. The students had to guess which cup they would expect to show the fastest ice cube melting rates, and, more importantly, the reason why. This demonstrates, in a simple way, the dynamics of something as complex as the thermohaline circulation.
Further information about this conference, including abstracts of all the presented works, can be gleaned from www.emsea.eu
16 October 2014
Faculty of Education Doctoral Programme and Seminars
The Faculty of Education organises doctoral seminars for all students engaged in carrying out their PhD in education-related areas. Students are invited to report on their work in progress, and to present papers related to chapters that they have drafted, thus benefiting from feedback from peers and faculty supervisors and staff alike. Seminars are also organised on specific aspects of the doctoral journey, and have thus far included a full-day seminar on epistemologies of research, on different ways of writing a literature review chapter, and on managing different stages of the research process, including the viva. Foreign lecturers also make an input in the programme, with the next visitor, Professor Shosh Lesehm, scheduled to lead a doctoral workshop on "Thinking like researchers". A total of fifteen PhD students are currently registered with the Faculty of Education, with over 30 other education students reading for a PhD degree with overseas universities also attending the seminars.
In parallel to workshops with students, the Faculty of Education Doctoral Committee also runs a CPD programme for PhD supervisors, where issues regarding the mentoring process are discussed.
The Doctoral Committee has also produced a Guidebook for Doctoral students and supervisors, including a log book where progress in the supervision process is registered on a regular basis. The latest version of the Guidebook can be accessed here
07 October 2014
Enhancing Teacher Resilience in Europe
Enhancing Teacher Resilience in Europe (ENTRÉE) is a two year EU Comenius Lifelong Learning project on the enhancement of teacher resilience in Europe. The project is focused on developing a multilevel teacher training framework in teacher resilience, making use of both face-to-face and self-directed online training approach. It will also develop a self-assessment tool which gives young and developing teachers feedback on their resilience profile.
ENTRÉE is coordinated by the University of Achen in Germany and includes six European partners, including the University of Malta, St Patrick’s College, Ireland; the Higher Institute of Applied Psychology in Portugal, Euroface Consulting in the Czech Republic, the Center for Practical Teacher Training (ZfsL) Juelich in Germany, and Curtin University and Murdich University in Australia.
The Maltese team is led by Prof. Carmel Cefai, Director of the Centre for Resilience and Socio-Emotional Health, and includes Ms Vanessa Camilleri from the Faculty of Education, and Ms Isa Gustafsson Jertfelt project officer. The project ends in November 2015.
Further details may be found at entree-project.eu/en
24 September 2014
Europe’s World is the only independent Europe-wide policy journal, produced in association with some 100-plus leading European think tanks and academic institutions. Since its launch in 2005 it has become the premier ideas platform for new thinking on political, economic and social issues, read by over 100,000 of the most influential decision makers and opinion formers across Europe.
Published every 4 months, Europe’s World’s objective is to stimulate the much needed debate over topical policy issues by encouraging citizens and stakeholders within civil society, media, academia, business and government, to engage in a series of genuine and informed political debates which reach beyond the Brussels village.
To date over 300 authors, including Heads of State, corporate chiefs, top academics, leading NGO activists or policymakers, have contributed articles, firmly cementing Europe’s World’s reputation as a platform for new thinking and ground-breaking ideas.
Europe’s World’s newly extended website, EuropesWorld.org, is designed to further promote debate on the policy challenges facing Europe. It spans articles and reactions to articles published in Europe’s World, but is not limited to the journal since it also features studies and reports from think tanks throughout Europe.
Its aim is to give readers direct access to the latest in policy thinking across the EU, and encourage visitors to submit their own reports and comment on any of the contributions featured on the website.
06 November 2009
30 October 2014