https://www.um.edu.mt/library/oar/handle/123456789/25950 2026-04-09T11:26:14Z 2026-04-09T11:26:14Z https://www.um.edu.mt/library/oar/handle/123456789/57658 2020-06-14T05:18:38Z 2017-01-01T00:00:00Z

Title: Postcolonial Directions in Education : volume 6 : issue 1 Editors: Hickling Hudson, Anne; Mayo, Peter; Raykov, Milosh Abstract: Table of contents: 1/ SOCKBESON, R. - Indigenous research methodology : Gluskabe's encounters with epistemicide -- 2/ THEMALIS, S. - Learning, unlearning, relearning with the movements : a study of the Greek education movement and its prefigurative potential -- 3/ BARKER, L. L., NYE, A., & CHARTERIS, J. - Voice, representation and dirty theory -- 4/ CIMA, R. - Decolonial connections : practices recreating conviviality : University of Verona, Italy 19-21 May, 2016 -- 5/ KRIELE, T. - The Cuban educational system : entanglements, influences and transfers : report on a workshop held in Havana, April 19 and 20, 2017, organized by the Instituto de Historia de Cuba, Havana and the Department of Economic and Social History of the University of Vienna -- 6/ HICKLING-HUDSON, A. - Biennial Conference of the Australian Association for Caribbean Studies.

2017-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/57657 2020-06-14T05:18:37Z 2017-01-01T00:00:00Z

Title: Postcolonial Directions in Education : volume 6 : issue 2 Editors: Hickling Hudson, Anne; Mayo, Peter; Raykov, Milosh Abstract: Table of contents: 1/ TORRES, C. A. - Neoliberalism, globalization agendas and banking educational policy : is popular education an answer? -- 2/ SHAMASH, R. - From good vs evil to rational vs emotional : a discussion of binaries of knowledge and thought -- 3/ HOPPERS, C. A. - Beyond critique to academic transformation : reconceptualising rurality in the global south -- 4/ LUCIO-VILLEGAS, E. - Recovering memories of people, crafts and communities : challenging the colonization of a lost life-world -- 5/ MAYO, P. - Twentieth anniversary of Paulo Freire's death (1997-2017) : Freire's relevance for understanding colonialism -- 6/ BHATTACHARYA, A. - Ernesto Che Guevara : in memoriam 50 years on -- 7/ CHATTOPADHYAYA, A. - Lifelong learning in developing countries : conference West Bengal, India, 17-19 February.

2017-01-01T00:00:00Z Chattopadhyaya, Apurba https://www.um.edu.mt/library/oar/handle/123456789/26511 2018-02-08T02:28:29Z 2017-01-01T00:00:00Z

Title: Lifelong learning in developing countries : conference West Bengal, India, 17-19 February Authors: Chattopadhyaya, Apurba Abstract: A 2-day International Conference,‘Lifelong Learning in Developing Countries: Issues and Perspectives’, was organized by Kalyani University of West Bengal, India, on 17-19 February, 2017.The conference was attended by experts from U.S.A, Denmark, Malta, Norway and India. After the conference, the experts participated in a workshop in which a comprehensive curriculum for an MA in Lifelong Learning, to be offered by Kalyani University, was developed.

2017-01-01T00:00:00Z Hoppers, Catherine Odora https://www.um.edu.mt/library/oar/handle/123456789/26045 2018-01-26T02:17:54Z 2017-01-01T00:00:00Z

Title: Beyond critique to academic transformation : reconceptualising rurality in the global south Authors: Hoppers, Catherine Odora Abstract: Critique is taken to mean an analytical examination of a text or a situation whether political or economic or social. Although critique is commonly understood as fault finding and negative judgment, it can also involve merit recognition, and, in the philosophical tradition, it also means a methodical practice of doubt. This reasoned judgment or analysis, value judgment, interpretation or observation is different from the pragmatic imperatives to action, in this case policy action; and in the South African case transformative policy action. Where the academy is concerned there is a radical difference between critiquing the academy and finding practical solutions to endemic problems ingrained not only in the philosophy but in the cyclical practice that drives it and the disciplines that emerge from it. This article takes its cue from the urgent need to go beyond ideologies which are neo-colonial, Eurocentric, abstract or individualist, to a discourse which engages in sustained action beginning with the academy. Since the universities in Africa remain mired in fundamentally Eurocentric views and interpretations, we need to find deep analyses and come out with propositions that have the ability to transcend the battle between scholars and academic paradigms to transformative imperatives that can put pressure and raise the bar for the academy to consider changing its ways.

2017-01-01T00:00:00Z