https://www.um.edu.mt/library/oar/handle/123456789/65569 2026-04-13T09:39:41Z 2026-04-13T09:39:41Z https://www.um.edu.mt/library/oar/handle/123456789/65670 2020-12-14T11:10:00Z 2020-01-01T00:00:00Z

Title: Postcolonial Directions in Education : volume 9 : issue 2 Editors: Hickling Hudson, Anne; Mayo, Peter; Raykov, Milosh Abstract: Table of contents: 1/ João Colares da Mota Neto and Adriane Raquel Santana de Lima - Challenges of educational research from a decolonial perspective -- 2/ Tim Blackman - Experiences of vulnerability in poverty education settings : developing reflexive ethical praxis -- 3/ Laura Perez Gonzalez - “Second-chance” education : re-defining youth development in Grenada -- 4/ Kirstin Sonne - Theatre for the moment : addressing racism, imperialism and colonialism in the National Theatre at Home series, broadcast on YouTube during the Covid lockdown -- 5/ Anne Hickling Hudson - Phyllis Coard 1943-2020. A tribute. A context -- 6/ Adrian Grima - Oliver Friggieri (1947-2020) : poet, critic and educator -- 7/ Anne Collet - In memoriam - Edward Kamau Brathwaite (11/5/1930–4/2/2020)

2020-01-01T00:00:00Z Colares da Mota Neto, João Santana de Lima, Adriane Raquel https://www.um.edu.mt/library/oar/handle/123456789/65663 2020-12-14T10:44:29Z 2020-01-01T00:00:00Z

Title: Challenges of educational research from a decolonial perspective Authors: Colares da Mota Neto, João; Santana de Lima, Adriane Raquel Abstract: In this article, we develop a critical reflection on the challenges of educational research from a decolonial perspective. We argue at the outset that the decolonial epistemological turn present in the growing set of Latin American, Brazilian, and Amazonian academic production in the field of education needs to be accompanied by a methodological turn, which possesses an inventive and transgressive capacity in the processes of knowledge production. We use as theoretical sources contributions of decolonial thinking, black feminist epistemologies, popular education, participatory action-research, and other counter- hegemonic thinking paradigms. We analyze, in particular, the need to overcome the pedagogical coloniality and eurocentrism present in universities and in traditional processes of knowledge production; the construction of a participatory perspective and a political-transformative commitment to the social and educational realities investigated; the need to research education in dialogue with the experiences lived by subalternized subjects – their memories, ancestral elements, and wisdoms. Among the challenges pointed out, we also propose the incorporation of sensitivity and ethical commitment in the investigations, the assumption of corporeality in the processes of knowledge production, the construction of sensitive and decolonial writing and the adoption of intersectionality as a methodological perspective of decolonial research.

2020-01-01T00:00:00Z Blackman, Tim https://www.um.edu.mt/library/oar/handle/123456789/65662 2020-12-14T10:43:53Z 2020-01-01T00:00:00Z

Title: Experiences of vulnerability in poverty education settings : developing reflexive ethical praxis Authors: Blackman, Tim Abstract: In Timor-Leste’s education system poverty is widespread and vulnerability is experienced by both students and teachers, entangled in the fragile web of policies and day- to-day challenges. As a teacher and researcher working in high poverty education settings across two contexts in Timor-Leste and Australia, I have been interested in exploring my own situatedness in the policies and discourses that perpetuate and define such realities, as well as how ‘vulnerable subjectivities’ are enacted, constructed and experienced within poverty education. How can further engagement with poststructural notions of subjectivity and an autoethnographic methodology help develop praxis within poverty education? This paper uses vignettes which describe violence against students to further examine the ideas of vulnerability. In this paper I argue for a greater understanding of praxis for educators and for ethical autoethnography to be explored by more researchers as central to ethical research particularly in education and postcolonial studies.

2020-01-01T00:00:00Z Perez Gonzalez, Laura https://www.um.edu.mt/library/oar/handle/123456789/65661 2020-12-14T10:43:19Z 2020-01-01T00:00:00Z

Title: “Second-chance” education : re-defining youth development in Grenada Authors: Perez Gonzalez, Laura Abstract: With the end of the Grenada Revolution and the subsequent American invasion, the nation’s education policies shifted from being conceptualised as a national development strategy “fashioned in our own image”, to being a project aiming to strengthen the region’s global marketplace participation through the creation of the “ideal Caribbean person/citizen/worker”. Recognising the discursive shifts in education and development, this article focuses on how Grenadian youth (16-24) interpret these institutional objectives through their participation in “second-chance” education, or non- formal education. Following Henri Lefebvre’s (1991) spatial triad, the analysis examines the concept of "second-chance" education as a socially produced space conceived by the state, perceived by organisations, and lived by the students. The article reveals gaps between discourse and practices of youth in development, highlighting ways in which youth actively navigate and respond to the socioeconomic and geographic realities involved with “second-chance” education organisations, national growth, and regional integration.

2020-01-01T00:00:00Z