https://www.um.edu.mt/library/oar/handle/123456789/1165 2026-04-14T21:15:51Z https://www.um.edu.mt/library/oar/handle/123456789/144066 Title: Gramsci, der Kolonialismus und die Befreiungspolitik Authors: Mayo, Peter Abstract: Dieser Beitrag basiert auf der Annahme, dass Kolonialismus und Neokolonialismus vielfältige Formen und Problemstellungen annehmen können und dass sie die "heterogene Menge" subalterner "Subjektpositionen" adressieren (Slemon 1995, S. 45). Ausgehend von einer früheren Arbeit (Mayo 2015) wird sich der Autor in dem Beitrag auf zwei Aspekte beschränken: (a) Die gramscianischen Konzepte von Hegemonie und dem, was ich als "deplazierte Allianzen" bezeichne (Mayo 2016). Beides wird der Autor mit Paulo Freires Konzepten eines "Bewusstsein der Unterdrückten" und der "kulturellen Invasion" in Beziehung setzen. (b) Die sehr komplexe Problematik der Sprache in einer postunabhängigen, postkolonialen Situation. Diese Aspekte spielen vor allem in jenen Kontexten eine herausragende Rolle, in denen der direkte Kolonialismus (Said 1994, S. 8) gekennzeichnet ist durch die Anwesenheit einer Besatzungsmacht, und folgend der Neokolonialismus und, um Gramscis Perspektive zu übernehmen, der interne Kolonialismus (Gramsci 1997) ihre Präsenz oft grob und äußerst gewalttätig spürbar machen. (DIPF/Orig.) 2023-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142880 Title: Il-kuntest tal-kunflitt Għarbi-Iżraeljan Authors: Grech, Michael Abstract: Biex inkunu ċari din mhix kitba li se timmoralizza fuq suġġett li, madankollu, pożizzjoni morali dwaru wieħed ma jistax ma jiħux. Fis-sens, biex nibqgħu fuq ġrajjiet li seħħew fi żminijiet reċenti, wieħed ma jistax ma jikkundannax l-attakk barbaru tas-sebgħa ta’ Ottubru 2023, il-martirju li għaddew/għaddejjin minnu l-ostaġġi, il-massakru ta’ ċivili f’Gaża mill-armata Iżraeljana, u l-qtil bil-ġuħ ta’ nies innoċenti minħabba l-azzjonijiet tal-Gvern Iżraeljan. L-istess huma kundannabbli l-attakki minn Iżrael fuq pajjiżi f’dik in-naħa tad-dinja, li ġabu riskju li l-kunflitt ikompli jikber fi gwerra reġjonali. Fil-każ tal-Qatar ukoll, ġie attakkat pajjiż li seta’ jkun medjatur. Biex ma nsemmux inġustizzji li ilhom snin, bħal ngħidu aħna l-fatt li l-Palestinjani ma kellhomx ċans ikollhom stat. Kif għedt, imma, l-għan ta’ din il-kitba mhix li tagħti ġudizzju morali ta’ min għandu raġun jew tort. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142872 Title: Italy’s 150 hours in the context of workers’ education. Le 150 ore d'Italia nel contesto della formazione dei lavoratori Authors: Mayo, Peter Abstract: L'esperimento di oltre 150 ore di apprendimento ed educazione degli adulti (ALE) della classe operaia italiana, che coinvolge uomini, donne e oggi persone di diversa provenienza, è visto in relazione ad alcuni punti di riferimento internazionali nell'area. I punti di riferimento sono quelli che mi sembrano invitanti parallelismi con il progetto delle 150 ore, evidenziando convergenze e contrasti soprattutto, in quest'ultimo caso, per quanto riguarda il clima socio-politico e industriale complessivo. Il documento si concentra, oltre che sulle 150 ore, sulla formazione sindacale, sui ‘colleges’ dei lavoratori nel Regno Unito, sul congedo formativo retribuito (PEL) in Canada, sul contributo dell'ALE agli altri lavoratori italiani attraverso la concettualizzazione gramsciana dei Consigli di fabbrica come agenzie educative, sulla democrazia industriale e sulla questione di chi pu fungere da educatore nell'educazione degli adulti. L’ultimo punto, applicabile alle 150 ore, è posto con particolare attenzione alla capacità delle comunità e dei gruppi professionali, nel corso degli anni, di farsi carico del proprio apprendimento, compresa l’educazione organizzata.; The 150+ hours experiment in Italian working-class adult learning and education ( ALE), involving men, women and today people of different ethnic background, is viewed in relation to certain international landmarks in the area. The landmarks are those that strike me as inviting parallels with the 150 hours project, highlighting convergences and contrasts especially, in the latter case, as far as overall socio-political and industrial climate is concerned. The paper focuses on, apart from the 150 hours, trade union education, the workers’ colleges in the UK, paid educational leave (PEL) in Canada, Italy's other workers’ ALE contribution through Gramsci's conceptualisation of the Factory Councils as educative agencies, Industrial Democracy and the question of who can serve as educator in Adult education. The last point, applicable to the 150 hours, is made with special emphasis on communities’ and occupational groups’ ability, over the years, to take charge of their own learning, including organised education. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142733 Title: Intergenerationality and social change through popular education in a neoliberal world : a case study of popular schools in Rome Authors: Mayo, Peter; Parziale, Fiorenzo; Zizioli, Elena Abstract: This article focuses on popular education as a means of intergenerational education for social transformation against the neocolonial neoliberalism imposed by the “West”. The intergenerational nature of popular education has received little attention, yet it is truly relevant, especially today. Indeed, the current political and economic context is witnessing the spread of new political movements in the Global ‘North’, and even more so in regions like ‘Southern’ Europe, in which young and older educators develop intercultural relationships with children and adolescents from ethnic minorities, often from working-class backgrounds. The relationship between educators and students can challenge common sense steeped the Neoliberal Ideology, as evidenced by the illustrative example of the popular schools in Rome. 2025-01-01T00:00:00Z