https://www.um.edu.mt/library/oar/handle/123456789/136724 2026-04-15T03:13:17Z https://www.um.edu.mt/library/oar/handle/123456789/142018 Title: Postcolonial Directions in Education : volume 14 : issue 2 Authors: Borg, Carmel; Bonello, Charmaine; Thapliyal, Nisha Abstract: - Colonial heritage tourism and collective traumatic memory: navigating memory, identity, and reconciliation (a case study of Con Dao Prison – Vietnam): Chung Le Khang; - Looking both ways: identity, intersectionality, and solidarity in South Asian American youth activism: Simmy Makhijani; - Apprenticing empire: technical education, discipline, and the formation of colonial subjects in Malta (1920-1970): Therese Camilleri; - Ngugi and I: a personal tribute: Handel Kashope Wright; - [Book review] Contesting colonial capitalism in the Americas, Africa and Asia: Bob Boughton 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142017 Title: Colonial heritage tourism and collective traumatic memory : navigating memory, identity, and reconciliation (a case study of Con Dao Prison – Vietnam) Authors: Chung, Khang Le Abstract: This study examines the intersections between heritage tourism, cultural trauma, and collective identity through an in-depth case study of Côn Đảo Prison—a prominent site of colonial violence and national remembrance in Vietnam. Drawing on theories of collective memory and memory tourism, the research adopts a qualitative, interpretivist approach to explore how visitors emotionally engage with the site and interpret its historical significance. Through 13 semi-structured interviews with domestic and international tourists, the study reveals contrasting mnemonic frameworks: Vietnamese visitors primarily express patriotic pride and filial gratitude, while international tourists approach the site through critical lenses of colonial accountability and universal human rights. The heritage experience— mediated through symbolic spaces, curated exhibits, and tour guide narratives—functions not as a static encounter with the past but as a dynamic and emotionally charged process of memory co-construction. The findings underscore the ethical and affective complexity of interpreting dark heritage in postcolonial contexts, and argue for a shift in heritage governance toward narrative ethics, emotional literacy, and intercultural dialogue. By situating Côn Đảo Prison as a performative space of remembrance, this study contributes to broader debates on trauma-informed heritage interpretation and offers conceptual insights for the sustainable management of memory tourism in Southeast Asia. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142016 Title: Looking both ways : identity, intersectionality, and solidarity in South Asian American youth activism Authors: Makhijani, Simmy Abstract: In this piece, I draw on a select history of South Asian American activist youth camps as a device to discuss the nuanced relationship they forged between identity politics, intersectionality, and solidarity across the last few decades. The two South Asian American political action youth camps that I examine are Youth Solidarity Summer (1997–2006 in New York City) and Bay Area Solidarity Summer (2011–present in California). The article, grounded in scholarship on critical multiculturalism and intersectionality (rooted in the legacy of Black feminisms), opens a reflection on the ways in which the evolution of U.S. politics over the last several decades has informed and transformed sites of youth organizing. Such gatherings have strategically organized around identity as an entry point into a deeper commitment to a robust solidarity. In its conclusion, the article calls attention to a contradictory relationship between identity and solidarity – especially for people of color groups that occupy ambiguous or complex locations of privilege and marginalization, and operate in environments where the category of intersectionality has been all too easily co-opted into the service of liberal multiculturalism. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142015 Title: Apprenticing empire : technical education, discipline, and the formation of colonial subjects in Malta (1920-1970) Authors: Camilleri, Therese Abstract: This article adopts a postcolonial micro-historical approach to explore the development of apprenticeship and vocational education in Malta, offering new insights into the links between colonial authority, educational reform, and postcolonial pedagogy. Drawing on the archival record of a Maltese shipwright who trained and worked through both colonial and post-independence administrations, the article examines how British-imposed apprenticeship systems shaped disciplined, “Anglicised” artisans. A document analysis of primary sources, institutional reports, critical historiography, and postcolonial theory situates this individual trajectory within broader debates on national modernity, social justice, and the lasting influence of empire on education in a British fortress colony that later transitioned to independence. Findings reveal how colonial disciplinary pedagogies and bureaucratic structures endured long after independence, creating ongoing barriers to fair educational reform. By critically engaging with the limitations of the colonial archive and foregrounding the ethical importance of subaltern experience, this article advocates for decolonising vocational education in Malta through curriculum reflexivity, participatory governance, and critical historical awareness. 2025-01-01T00:00:00Z