https://www.um.edu.mt/library/oar/handle/123456789/37763 2026-06-06T14:23:54Z https://www.um.edu.mt/library/oar/handle/123456789/22336 Title: Mediterranean Journal of Educational Studies : Volume 13, Issue 2 Abstract: Special Issue of the Mediterranean Journal of Educational Studies, titled, Mediterranean Studies in Comparative Education (Volume 13, No. 1 (2008)) Description: Contents Include : Pro-Rector’s address to III MESCE conference / Alfred Vella - Presidential address / Adila Pasalic-Kreso - Developing comparative education in the Mediterranean space / Giovanni Pampanini - MESCE: Mediterranean Society of Comparative Education / Peter Mayo - Adult Education in Malta by Peter Mayo (Book Review) / Marvin Formosa 2008-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22334 Title: The permanence of distinctiveness : performances and changing schooling governance in the southern European welfare states Authors: Landri, Paolo Abstract: This paper analyses the performance and the emerging forms of governance of schooling in the countries of the southern model of welfare state (Ferrera, 1996, 2000). Four countries – Spain, Portugal, Greece and Italy – will be analysed in the context of the ‘lifelong learning policy’ and the wider Lisbon strategy. The common belonging of these countries to the Southern European model of welfare is linked to their ‘difficulty’ (and the relative ‘distance’ from the European standards) in the alignment with the policy technologies of the EU. The paper describes the performances together with some of the differences in translating the logic of decentralisation. It then aims at discussing different lines of interpretations (macro-social, institutional, cultural) for these enduring ‘difficulties’. 2008-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22025 Title: Editorial introduction Editors: Borg, Carmel; Mayo, Peter; Sultana, Ronald G. Abstract: Editorial for the Special Issue of MJES titled "Mediterranean Studies in Comparative Education", edited by Carmel Borg, Peter Mayo and Ronald Sultana 2008-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22024 Title: Knowledge and post-colonial pedagogy Authors: Cutajar, JosAnn Abstract: This paper departs from the premise that knowledge is a source of power, and that we need to come up with pedagogical and academic tools to ensure that disparately positioned individuals/groups within society can voice their experiences and are heard. Academic institutions found in small, intermediately developed countries such as the Maltese Islands tend to be dependent on Western derived epistemologies and enunciative tools to carry out representation and re-definition exercises. Such exercises are necessary for disenfranchised groups/nations to theorise the past from the location of the present in order to map out the future. A number of issues have to be taken into consideration when such an exercise takes place. The primary objective is to provide the subaltern with agency, agency based on transversal dialogue between disparately positioned groups within academia and the public sphere both within and without particular nation states. Such a dialogue would be facilitated if a post-colonial pedagogy is adopted. This pedagogy would help challenge neo-colonial discourses and practices which have infiltrated academia with the hope that these exercises are adopted in other spheres of life, and hence more egalitarian societies created. 2008-01-01T00:00:00Z