https://www.um.edu.mt/library/oar/handle/123456789/78249 Wed, 08 Apr 2026 20:09:29 GMT 2026-04-08T20:09:29Z https://www.um.edu.mt/library/oar/handle/123456789/78313 Title: Postcolonial Directions in Education : volume 10 : issue 1 Editors: Hickling Hudson, Anne; Mayo, Peter; Raykov, Milosh Abstract: Table of contents: 1/ SPIVAK, G. C, ARISTA, N, APTER, E, TAPIA-MEALLA, L, BISWAS,M, PAREKH,S, SPILLERS, H. - Talking global criticality -- 2/ WRIGHT, H. K., & XIAO, Y. - Decolonisation and Higher Education: theory, politics and global praxis -- 3/ CHRISTIE, P. - Colonial palimpsests in schooling: tracing continuity and change in South Africa -- 4/ MURACA, M.T. - Towards a critical pedagogy for the Mediterranean context -- 5/ Masalam, H., & Kapoor, D. - Thirdworld-ist participatory action research (PAR), development dispossession (DD) and learning in indigenous and peasant struggles in Indonesia -- 6/ ORELUS, P. - All accents matter: an anticolonial examination of the effects of standard accent hegemony on linguistic minorities in the United States - 7/ ABDO, N. In memoriam - Nawal El Saadawi (1931-2021): a fierce feminist fighter, not without problems - 8/ MAYO, P. - Rebecca Tarlau, Occupying schools, occupying land. How the landless workers movement transformed Brazilian education [book review]. Fri, 01 Jan 2021 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/78313 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/78312 Title: Talking global criticality Authors: Spivak, Gayatri Chakravorty; Arista, Noelani; Apter, Emily; Tapia-Mealla, Luis; Biswas, Moinak; Parekh, Surya; Spillers, Hortense Abstract: This paper presents excerpts from the 2021 session of a roundtable at the Modern Language Association, repeated for the last four years and connecting each year to the Presidential theme because of interest expressed by the upper administration of the MLA. In 2021, the roundtable focused on Davida Malo’s Moʻolelo Hawaiʻi, the first text in written Hawaiian and on the Presidential theme of persistence. The introductory remarks frame the paper in terms of the persistent need for a humanities pedagogy which might teach the gendered realization that every generation needs to have the human affects of greed, fear, and violence undone. Fri, 01 Jan 2021 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/78312 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/78311 Title: Decolonisation and higher education : theory, politics and global praxis Authors: Wright, Handel Kashope; Xiao, Yao Abstract: This essay addresses decolonization as a praxis involving “thinking and doing” (Mignolo, 2011) aimed at the critical education goals of representation, equity and social justice in the higher education context (Mbembe, 2016). It starts with an exposition of the notion (Amin, 1990; Ngugi, 1996), drawing principally on the work of Latin American theorist Walter Mignolo (2007, 2009, 2011) as well as African theorists (Amin, 1990; Mudimbe, 1988; Ngugi, 1996). It then explores the deployment of decolonization in contestations over environmental education (Tuck, McKenzie & McCoy, 2014) and central notions such as “science,” “objectivity” and “the environment”; the positioning of Indigeneity, both in terms of representation within traditional (i.e. hegemonic, Eurocentric passing as universal) higher education (Windchief & Joseph, 2015) and the articulation of Indigenous alternative higher education institutions , including Indigenous thought, extramural work and the diversification of epistemology. Finally, taking as guide the crucial assertion that “decolonization is not a metaphor,” (Tuck & Yang, 2012) and what we are distinguishing as “decolonization light” and “true decolonization,” the essay turns to the prospects of decolonization of the university in a specific context, namely South Africa, as an example. We conclude that rather than a self-contained, self-sufficient discourse and praxis, decoloniality ought to be (re)conceptualized as necessarily opening up additional issues which need to be addressed for its fulfilment as concrete and fully viable representation, equity and social justice oriented education. Fri, 01 Jan 2021 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/78311 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/78310 Title: Colonial palimpsests in schooling : tracing continuity and change in South Africa Authors: Christie, Pam Abstract: Using the image of a palimpsest, this paper illustrates how patterns laid down in the colonial past linger on after colonial governments are dismantled, in this case in South Africa. As in a palimpsest, historical patterns are partially but unevenly erased as new forms are inscribed on the template when governments change. Arguing that palimpsests need to be analysed in context, the paper looks at three periods: settler colonialism up to 1910 when the major script of colonial schooling was written; the period of apartheid (1948-1994) when the initial colonial script was modified to intensify inequalities; and the post-1994 period, when fundamental changes to the colonial script were envisaged, but the deeply etched inequalities of the past have endured, albeit in different configurations. With theorists of coloniality, the paper suggests that more radical changes are needed to shift historically embedded inequalities of class, race, gender, locality, culture, language and identity associated with colonialism. The palimpsest of schooling would then require further erasures and rewriting to reflect greater social justice. Fri, 01 Jan 2021 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/78310 2021-01-01T00:00:00Z