/library/oar/handle/123456789/99018 2025-12-29T08:43:23Z 2025-12-29T08:43:23Z /library/oar/handle/123456789/104517 2023-01-24T10:05:27Z 2022-01-01T00:00:00Z

Title: Postcolonial Directions in Education : volume 11 : issue 2 Editors: Bonello, Charmaine; Borg, Carmel; Hickling-Hudson, Anne Abstract: Table of contents:; 1/ HICKLING HUDSON, A., & MAYO, P. - Editorial: Retirement of founding editors; 2/ MENTINI, L. - The landless peasant movement and popular education: addressing postcolonial violence in Brazil; 3/ UFLEWSKA, A., & TORDZRO, G. K. - Beyond the WEIRD education system in the age of AI; 4/ CRUZ, A. L., & DORSCH, J. - Freirean critical pedagogy and the decolonization of minds: importance for community colleges in the U.S. Higher education system; 5/ BALDACCHINO, A. - Postcolonialism and early childhood education in small island states : international insights; 6/ BORG, K. - Lars Jensen, Julia Suárez-Krabbe, Christian Groes, Zoran Lee Pecic (eds.), Postcolonial Europe : comparative reflections after the empires [book review]; 7/ CAMILLERI, R. et al. - Charmaine Bonello, Boys, early literacy and children’s rights in a postcolonial context [book review]; 8/ MIRSHAK, N. - Linda Herrera, Educating Egypt : civic values and ideological struggles [book review]; 9/ PREVOST, G. - Maria Alicia Rueda, The educational philosophy of Luis Emilio Recabarren : pioneering working-class education in Latin America [book review]

2022-01-01T00:00:00Z /library/oar/handle/123456789/104516 2023-01-09T10:31:37Z 2022-01-01T00:00:00Z

Title: Editorial : retirement of founding editors Abstract: After a twelve year involvement in the establishment and co-editing of Postcolonial Directions in Education, we both decided that the time was ripe to hand over the reins of the journal to an excellent new editorial team. The new editors are: Charmaine Bonello – University of Malta Carmel Borg – University of Malta Nisha Thapliyal – University of Newcastle (Australia). (Nisha Thapliyal joins the new editorial team in 2023.) It will, of course, be heart-wrenching to retire from this fascinating project, but, as in other aspects of life, one needs to know when to let go even of that to which one has given birth. This is in the interest of ensuring our brainchild's evolution into a sustainable institution. With the completion of Volume 11 in December 2022 marking the accomplishment of twenty one issues, Postcolonial Directions in Education has become well respected and established. It has just been indexed by SCOPUS. We will be happy to be of service to the new editorial team should this be requested, for example with regard to ideas for further indexing, given the data we amassed for SCOPUS, special issue themes, and access to useful contacts, among other things. [excerpt]

2022-01-01T00:00:00Z Mentini, Laura /library/oar/handle/123456789/104515 2023-01-09T10:30:58Z 2022-01-01T00:00:00Z

Title: The Landless Peasant Movement and popular education : addressing postcolonial violence in Brazil Authors: Mentini, Laura Abstract: In the context of Latin America’s resistance to hegemonic power relations, several subaltern movements emerged with their own educational projects and pedagogies. The Brazilian Landless Peasant Movement (MST) adopted a model of “popular education” which was recognized as a political actor endeavouring to counter colonial injustices and ongoing forms of neo-colonial violence. By applying a 4Rs analytical framework (cf. Novelli et al., 2017), the paper analyses how the movement’s aims, philosophy, organisation, and role of popular education have been able to promote social justice and peacebuilding processes, at the same time discussing constraints and limits encountered.; Vários movimentos proletariados com projetos educacionais e pedagogias próprias surgiram no contexto da resistência às relações hegemônicas de poder na América Latina. No Brasil, o Movimento Sem Terra (MST) adotou um modelo de “educação popular” pelo qual foi reconhecido como ator político. O movimento pretendia enfrentar as injustiças coloniais e as formas de violência pós-colonial. Aplicando um quadro analítico chamado 4Rs (cf. Novelli et al., 2017), o artigo analisa como os objetivos, a filosofia, a organização e o papel da educação popular do movimento têm sido capazes de promover justiça social e processos de construção da paz e, ao mesmo tempo, discute restrições e limites encontrados.

2022-01-01T00:00:00Z Uflewska, Agnieszka Tordzro, Gameli K. /library/oar/handle/123456789/104518 2023-01-09T10:30:20Z 2022-01-01T00:00:00Z

Title: Beyond the WEIRD education system in the age of AI Authors: Uflewska, Agnieszka; Tordzro, Gameli K. Abstract: In this article, we aim to contribute to the ongoing debate on reimagining education systems, their content and underpinning values in the age of Artificial Intelligence (AI). Indeed, twenty-first century education is being transformed into a global network (Dede & Richards, 2020), with new constellations already emerging (Phipps, 2019). From the outset, we analyse the omnipresence of the ‘western’ European tradition across the education systems globally (Bhambra et al., 2018; de Sousa Santos, 2014; Smith, 2012; Mignolo, 2011; Fanon, 2001; wa Thiong’o, 1986; 1969), and its incongruity with the knowledge and values needed for sustainable coexistence in the cyber-physical (hybrid) reality of natural life and AI. To do so, we refer to the work of Henrich et al. (2010, p 29) appearing in Nature, where the authors coined the acronymic pun, ‘WEIRD’, to highlight the education system’s ‘western, educated, industrialised, rich and democratic’ origins and ties. We not only use it but also propose to extend it by adding an additional letter, ‘O’, to ‘WEIRDO’ to underline the systems’ growing obsolescent content and values. We propose to reach beyond this WEIRD-ness, shifting the debate from ‘western’ eurocentrism and decolonisation into wider postdiscriminatory and ethically committed approaches and practices, such as SEEDS: smart educational ecosystems of dependence and support. Underlining a gradual emergence of de-centralised and proactive initiatives, SEEDS focus on the ‘motion out of the notion of inclusivity into the concept of embracing’ (Tordzro, 2019a; 2019b; Tordzro, 2018; 2016; Kumordzi et al., 2016), constituting a set of signposts aimed at reconfiguration of the current epistemological, methodological and axiological disbalances into ones directed at harmonious co-existence and loving kindness. SEEDS is consonant with the recent reports of the European Commission (2022, online), emphasising the ‘triple imperative to protect, prepare and transform’, and UNESCO (2021) urging for a new social contract for education in the face of current dangers to humanity and planet Earth. Examples of such educational outlooks already exist, including Ubuntu (Caraccioli & Mungai, 2009), Adinkra (Tordzro, 2019a; 2019b), Afa (Kumordzi et al., 2016), Moana (Hendry & Fitznor, 2012), Hawaiian and Pacific (Herman, 2014), and the First Nations of the American (Pacari, 1996; Deloria, 1970) and Australian continents, each going beyond the WEIRD education system in the age of AI.

2022-01-01T00:00:00Z