/library/oar/handle/123456789/36530 2026-06-19T14:49:19Z 2026-06-19T14:49:19Z /library/oar/handle/123456789/19934 2018-04-12T16:48:03Z 2013-01-01T00:00:00Z

Title: Editorial Editors: Hickling Hudson, Anne; Mayo, Peter Abstract: Following the inaugural issue of Postcolonial Directions in Education towards the end of 2012, after the lengthy preliminary work that goes into launching a new journal, we are now in a position to pursue our goal of producing two issues a year. We are pleased to furnish readers with the first issue for 2013. This is the launch of the second volume. As with the previous issue, we present three peer-reviewed articles and two book reviews.

2013-01-01T00:00:00Z Darder, Antonia Uriarte, Miren /library/oar/handle/123456789/19689 2017-06-09T01:23:06Z 2013-01-01T00:00:00Z

Title: The politics of restrictive language policies : a postcolonial analysis of language and schooling Authors: Darder, Antonia; Uriarte, Miren Abstract: The article provides a postcolonial analysis of issues related to culture and language within the context of public education in the U.S. More specifically, the manner in which restrictive policies were implemented over a four-year period within the public schools of Boston, Massachusetts, following the passage of a referendum to repeal the use of transitional bilingual education in favor of a strategy of English immersion, are presented and discussed. This discussion serves as an excellent site of inquiry, in that it mimics many of the same conditions of schooling experienced today by English language learners across the nation.

2013-01-01T00:00:00Z Bhattacharya, Asoke /library/oar/handle/123456789/19688 2017-06-09T01:23:02Z 2013-01-01T00:00:00Z

Title: Rabindranath Tagore and Mahatma Gandhi : their thoughts on education from a post colonial perspective Authors: Bhattacharya, Asoke Abstract: Post–colonialism, in its present theoretical formulation , is fraught with many contradictions. Thoughts of Tagore and Gandhi had many inherent contradictions regarding colonialism in general and British colonial rule in particular. Tagore grew up in the ambience of Brahmo religion, a reformed offshoot of Hinduism. He became, in his early teens, a member of a secret society that had the grandiose aim of bringing about independence of India. Being a natural poet, his poetic outpourings in Bengali began to rejuvenate and recreate Bengali literature. In his late twenties he was entrusted with the responsibility of looking after the family estates in North Bengal. There he came into contact with the daily life of the village folk. He started his village re-construction program there. In 1901 he established at Santiniketan, a cluster of villages away from Calcutta, his school called Brahmacharyashram. There he started his experiment in education. What he had learnt from North Bengal was applied here. Gandhi grew up in a traditional Hindu family. He was sent to England to become a Barrister. There was nothing extraordinary in his upbringing. He went to South Africa to work for an Indian businessman settled there. There he came face to face with an atrociously racist regime. His lifelong crusade against injustice began there. He organized two communes—Phoenix Settlement and Tolstoy Farm. There he began to teach the children of the inmates. Thus developed his idea of education. Coming back to India in 1915, he further concentrated on the subject of education in independent India. In 1937 he placed before the nation his concept of Basic Education.

2013-01-01T00:00:00Z Pisani, Maria /library/oar/handle/123456789/19687 2017-06-09T01:23:09Z 2013-01-01T00:00:00Z

Title: "We are going to fix your vagina, just the way we like it." Some reflections on the construction of [Sub-Suharan] African female asylum seekers in Malta and their efforts to speak back Authors: Pisani, Maria Abstract: This paper will draw attention to the way by which social relations structure knowledge to privilege particular ways of knowing and silences and subjugates others, namely that of asylum seekers. It is intended to illustrate how such epistemic violence, to echo Spivak, can result in surgical interventions that violate the rights, and dignity, of female asylum seekers, and reproduce the docile body.

2013-01-01T00:00:00Z