https://www.um.edu.mt/library/oar/handle/123456789/124975 Tue, 07 Apr 2026 23:30:13 GMT 2026-04-07T23:30:13Z https://www.um.edu.mt/library/oar/handle/123456789/125029 Title: Postcolonial Directions in Education : volume 13 : issue 1 Authors: Brown, Maria; Hoxha, Gilda; Mortier, Anneleen Abstract: Table of contents:; - Editorial; - (IN)VISIBILITY OF ‘YOUNG’ RESEARCHERS IN EUROPE: A POSTCOLONIAL PERSPECTIVE: Maria Brown, Gilda Hoxha and Anneleen Mortier; - VOICES IN ACADEMIA AND BEYOND: AN EXPLORATION OF EUROPEAN RESEARCHERS’ NARRATIVES USING A DECOLONISING LENS: Rakibe Külcür, Krista Bonello, Maria Brown, Sultan Baysan, Tülay Demir, J. David Patón-Romero, Aurelija Novelskaitė, Liva Grinevica and Victoria Showunmi; - BETWEEN KNOWLEDGES AND SILENCES: EXPLORING IDENTITIES OF EARLY-CAREER BRAZILIAN IMMIGRANTS IN PORTUGUESE ACADEMIA: Camila Lamartine; - ‘YOU KIND OF EXPECT IT – IT’S NOT NECESSARILY OK, BUT AT THE SAME TIME I’VE GOTTEN USED TO IT’. TACKLING SEXUAL HARASSMENT IN HIGHER EDUCATIONAL INSTITUTIONS: JosAnn Cutajar and Roderick Vassallo; - EXPLORING GREEK-CYPRIOT FEMALE ACADEMICS’ EXPERIENCES OF PRECARITY THROUGH A POSTCOLONIAL LENS: CHALLENGES, HOPES AND THE REALITY OF NEOLIBERAL UNIVERSITIES IN EUROPE: Eleni Meletiadou; - THE PARTICIPATION OF EARLY CAREER RESEARCHERS IN THE DECISION-MAKING BODIES OF A GERMAN UNIVERSITY: Panourgias Papaioannou; - INTERSECTIONALITY OF CRITICAL CONSCIOUSNESS IN EDUCATION: A CASE STUDY IN NEPAL: Anna Hata; - WOMEN’S ABSENCE FROM THE PUBLIC SPHERE: GENDER INEQUALITY IN PORTUGUESE ARCHITECTURE SCHOOLS: Leonor Matos Silva; - ENHANCING THE EMPLOYABILITY OF YOUNG RESEARCHERS IN HIGHER EDUCATION AND RESEARCH INSTITUTIONS THROUGH INTERSECTIONAL PRAXIS: A SCRUTINY OF PUBLICATION INDICES: Nibedita Saha, Tomas Sáha, Aleš Gregar and Petr Sáha Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/125029 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/125026 Title: Editorial [Postcolonial Directions in Education : volume 13 : issue 1] Abstract: This special issue of Postcolonial Directions in Education showcases an intersectional and inclusive selection of the proceedings of the conference Voicing Young Researchers for the Future of Europe, which took place in Malta between the 14 and 15 February 2023. This conference was one of the deliverables of the work programme of the COST Action CA20137 Making Young Researchers’ Voices Heard for Gender Equality (VOICES). It was convened at the University of Malta, under the auspices of Organisation of Basic Science for Sustainable Development and of the European Platform of Women Scientists, in connection with the work programme of the International Year for Basic Science and Sustainable Development 2022. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/125026 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/125024 Title: Voices in academia and beyond : an exploration of European researchers' narratives using a decolonising lens Authors: Külcür, Rakibe; Bonello Rutter Giappone, Krista; Brown, Maria; Baysan, Sultan; Demir, Tülay; Patón-Romero, J. David; Novelskaitė, Aurelija; Grinevica, Liva; Showunmi, Victoria Abstract: Grounded in the well-known feminist slogan coined by Carol Hanisch in 1970, “the personal is political,” and informed by the postcolonial decolonising perspective, this article underlines the significance of foregrounding authentic lived experiences, challenging purportedly ‘neutral’ and ‘objectivist’ positivist assumptions. Featuring strong representation of women researchers and individuals of minority backgrounds among our respondents, both within and beyond academia, the article’s discussion is informed by a qualitative autobiographical comparative inquiry that deploys the intersectional perspective. The study (i) profiled ‘Early Career Researchers’ (ECRs) to demystify ‘public-private divide’ conventions, while critically questioning the ECR category’s definition; and (ii) queried disparities and resistances at play with respect to (de)colonising higher education, research, and innovation (HERI) contexts. The findings include narrative insights from 36 participants of the COST Action CA20137 Making Young Researchers’ Voices Heard for Gender Equality (VOICES) network, which includes 480 members, based across Europe. Findings resulting from the thematic analysis of semi-structured interview data critically chronicle (i) the heterogeneity in terms of researchers’ institutionalised categorisations, and (ii) salient intersections such as age range, gender, nationality, country of residence, race, ethnic background, religion, sexual orientation, and socio-economic group. The discussion critically complements existing monitoring and evaluative knowledge-bases (particularly quantitative), with a nuanced discernment of personal experiences; it thus provides valuable insights into the precarious (in)visibility(/-ies) of ECRs that connect the personal, public, and political realms. The discussion concludes with recommendations for monitoring and evaluation policies and practices to foster the mitigation of disparities, invisibilities, and under- and misrepresentations of ECRs. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/125024 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/125022 Title: Between knowledges and silences : exploring identities of early-career Brazilian immigrants in Portuguese academia Authors: Lamartine, Camila Abstract: This study explores the nuanced perceptions of early-career Brazilian immigrants in Portuguese academia, contributing to filling the gap in the literature on the experiences of researchers from the Global South in European higher education. As immigrants intersected by various matrices of oppression, they bear enduring imprints of Eurocentric coloniality that marginalises and silences them (Mignolo, 2003), a situation exacerbated when the destination country is their former coloniser. Drawing on critical frameworks of decolonial and intersectional scholarship, we delve into gender, nationality, sexuality, age, and linguistic proficiency to discern challenges to integration, knowledge production, linguistic barriers, and cultural adaptation in Portuguese academic spaces, aiming to shed light on the complex academic’s power dynamics, particularly in former colonial contexts. Findings of the analysis of semistructured interviews with ten (10) early-career Brazilian immigrant researchers in Portuguese universities articulate the enduring impact of colonial legacies on the experiences of immigrant researchers; and inform our discern and discussion of (1) integration and equity experiences; (2) the influence of identities and intersectionality on the researchers’ scientific professional development; (3) dynamics of power and academic relations in promoting or limiting professional advancement; and (4) academic eurocentrism and its implications for epistemological diversity in academia. A more inclusive and equitable academic ecosystem is contingent on decolonization of knowledge production processes, the incorporation of Global South perspectives into academic curricula, and the re-evaluation of knowledge validation criteria to foster a more equitable and pluralistic academic environment. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/125022 2024-01-01T00:00:00Z