Special issue: Doing Southern theory /library/oar/handle/123456789/36536 2025-12-21T18:05:11Z 2025-12-21T18:05:11Z /library/oar/handle/123456789/57671 2020-06-15T07:56:51Z 2016-01-01T00:00:00Z

Title: Postcolonial Directions in Education : volume 5 : issue 1 Editors: Hickling Hudson, Anne; Mayo, Peter; Raykov, Milosh; Takayama, Keita; Heimans, Stephen; Amazan, Rose; Maniam, Vegneskumar Abstract: Table of contents: 1/ TAKAYAMA, K., HEIMANS, S., AMAZAN, R., & MANIAM, V. - Editorial : Doing southern theory : towards alternative knowledges and knowledge practices in/for education -- 2/ SIGAUKE, A. T. - Ubuntu/hunhu in post-colonial education policies in Southern Africa : a response to Connell's southern theory and the role of indigenous African knowledges in the social sciences -- 3/ READER, P. - Knowing our place : decentring the metropole through place identity in the Lake Eyre Basin -- 4/ GAMAGE, S. - A Buddhist approach to knowledge construction and education in Sri Lanka (Ceylon) in the context of colonisation and southern theory -- 5/ MANIAM, V. - An Islamic voice for openness and human development in education : the relevance of Ibn Khaldun's ideas to Australian teacher education programs today -- 6/ THOMAS, E. - Challenging understandings of adult learning with southern theory : recognizing everyday learning through a critical engagement with northern theories -- 7/ FONZO, E. - Border/s -- 8/ MAYO, P. - [Book review] Caitlin Janzen, Donna Jeffrey and Kristin Smith Eds. Unravelling encounters : ethics, knowledge and resistance under neoliberalism.

2016-01-01T00:00:00Z Takayama, Keita Heimans, Stephen Amazan, Rose Maniam, Vegneskumar /library/oar/handle/123456789/20021 2017-06-22T01:25:31Z 2016-01-01T00:00:00Z

Title: Editorial : Doing southern theory : towards alternative knowledges and knowledge practices in/for education Authors: Takayama, Keita; Heimans, Stephen; Amazan, Rose; Maniam, Vegneskumar Abstract: Building on Connell’s Southern Theory and others’ decolonizing knowledge projects, this special issue aims to explore the implications of these alternative knowledge projects for education scholarship. Education, as one of the ‘applied’ or ‘subordinate’ disciplines in social science and humanities, is always attentive to the intellectual trends in more established disciplines such as philosophy, sociology and anthropology. And yet the emerging debate over Southern Theory in these disciplines, generated partly by Connell’s (2007) work, has resulted in little impact so far on educational scholarship, although there are some exceptions (Hickling-Hudson 2009; Singh 2010, 2015; Zhang, Chan & Kenway. 2015). Doing Southern Theory contributes to reversing these trends by positioning Southern Theory at the centre of theoretical and methodological debates in education scholarship. More importantly it suggests positioning education at the forefront of Southern Theory work by acknowledging that Southern Theory is essentially a pedagogic project.

2016-01-01T00:00:00Z Mayo, Peter /library/oar/handle/123456789/20020 2017-09-05T10:16:28Z 2016-01-01T00:00:00Z

Title: [Book review] Caitlin Janzen, Donna Jeffrey and Kristin Smith Eds. Unravelling encounters : ethics, knowledge and resistance under neoliberalism Authors: Mayo, Peter Abstract: Peter Mayo reviews the book Unravelling encounters : ethics, knowledge and resistance under neoliberalism, edited by Caitlin Janzen, Donna Jeffrey and Kristin Smith. This book brings together different groups of people from different areas of specialisation, including social work, literary studies, anthropology, sociology and international development. They provide understandings of different facets of neoliberalism, as it impinges on work in different sectors, and the encounters across difference that it conditions.

2016-01-01T00:00:00Z Fonzo, Erminio /library/oar/handle/123456789/20019 2017-07-21T09:04:44Z 2016-01-01T00:00:00Z

Title: Border/s Authors: Fonzo, Erminio Abstract: The main purpose of the Conference was to start a debate about studies and research relating to the circulation of the different forms of knowledge in the Mediterranean Basin, in order to build tools for planning, managing and evaluating territorial actions able to produce a positive impact on the Europeanization and on the perception of Europe by the citizens. All this can not but go through radical analysis of the concept of “border”.

2016-01-01T00:00:00Z