https://www.um.edu.mt/library/oar/handle/123456789/18871 2026-04-23T17:24:50Z 2026-04-23T17:24:50Z Grixti, Joe https://www.um.edu.mt/library/oar/handle/123456789/18934 2017-08-02T09:01:14Z 2005-01-01T00:00:00Z

Title: Compulsive consumption and commercial media : changing attitudes to spending and saving among Maltese youth Authors: Grixti, Joe Abstract: This paper explores changing patterns in young Maltese people’s attitudes to spending and saving, and how they see their lives and opportunities as being different from those of their parents’ generation. The paper suggests that many of these perceptions have been inflected by the increasingly global and commercialised orientations of the media environments inhabited by today’s youth. It is because these influences are so often unexamined or miscinstructed that more systematic and widespread programmes of critical media education are called for.

2005-01-01T00:00:00Z Galea, Simone https://www.um.edu.mt/library/oar/handle/123456789/18933 2018-04-04T13:42:21Z 2005-01-01T00:00:00Z

Title: Teachers as mothers : practices of subversion Authors: Galea, Simone Abstract: This paper explores the possibilities for women teachers to use their maternal connotations to their teaching in differently conceptualizing themselves as mothers and teachers. The paper draws on Iriagaray’s theoriesof mimesis and Foucaultian notions of power and the care of the self to understand women teachers’ use of their maternal teaching positions to go beyond the limiting social explanations of themselves as teachers as mothers. The theoretical explanations of practices of subervision are used in combination with the articulations of three women teachers’ understandings of themselves as women and mothers and their ethics of care in particular. Their accounts of their caringselves are considered to be both practices of the care of the self and practices that subvert the usual discourses of the maternal and teaching.

2005-01-01T00:00:00Z Pace, Antoinette Pace, John https://www.um.edu.mt/library/oar/handle/123456789/18932 2017-05-30T14:56:59Z 2005-01-01T00:00:00Z

Title: Gender differences in headteacher leadership and management styles : a study of a number of headteachers in Maltese secondary schools Authors: Pace, Antoinette; Pace, John Abstract: The gender issue figures prominently in leadership and management studies. The question is whether there actually is gender stereotyping in leadership and management styles, or whether there is cross-gender homogeneity, or even evidence of adrogyny. The aim of this research was to investigate this question within a number of local educational setting. The research consisted of structured interviews with eight headteachers, four female and four male, in state, church and independent secondary schools in Malta. A self-report questionnaire was also administered to the eight headteachers on the subject of leadership and magement styles. The results show up the myth of gender differences in educational leadership and management. Apart from a few exceptions, there was broad cross-gender homogeneity between the headteachers. There also emerged an ideal ‘headteacher leadership style’ with equal numbers of female and male characteristics. The findings have importnant implications both for the practice of educational leadership and management in contemporary schools and for future research on this subject.

2005-01-01T00:00:00Z Baldacchino, John https://www.um.edu.mt/library/oar/handle/123456789/18927 2017-05-30T14:57:04Z 2005-01-01T00:00:00Z

Title: Hope in groundlessness : art’s denial as pedagogy Authors: Baldacchino, John Abstract: Educatin’s ill-fated toing and froing between ‘progressive’ and ‘conservative’ ideologies has precluded the possibility of groundlessness from our ways of thinking, doing and making. Yet it is by force of the contingent language of groundlessness and its usage of trope, paradox and aporia that contemporary art re-articulates human thinking beyond a boxed idea of reason. The main tenor of this essay is to argue and suggest that the quandary of the contingent self is no excuse for the restoration of a ground in art and education. It is through the notion of groundlessnes that our ethical responsabilities cannot ignore the primacy of individual Choice. The pedagogy of art’s refusal emerges against such backdrop. This essay is partly offered as a dialogue on art and education by drawing some attention to the philosophies of Kierkegaard, Nietzsche and Vattimo; as well as the art of Francis Bacon, Marino Marini, Kiki Smith and Frank Auerbach.

2005-01-01T00:00:00Z