/library/oar/handle/123456789/1711 2025-12-21T22:58:56Z /library/oar/handle/123456789/142152 Title: The lived experiences of transgender inmates at Malta’s Correctional Service Agency Abstract: This qualitative research study examines the daily struggles of trans and gender diverse (TGD) inmates in Malta, set against the backdrop of the country's progressive equality laws. The objective is to explore the challenges faced by these inmates through their personal experiences. Four semi-structured interviews were conducted with both former and current TGD inmates within Malta's Corrections Service Agency (CSA). This study’s cohort of participants interviewed was from the last 25 years. Thematic analysis was used to analyse the data gathered (Braun & Clarke, 2006). Four key variables emerged as likely explanations for the obstacles TGD inmates encounter during and after incarceration: healthcare concerns, legislative issues, knowledge and education gaps, and aspects related to postrelease life. The analysed findings are presented through two creative non-fictional narratives (Clough, 2002), which meticulously and ethically capture the significance of the experiences of TGD inmates at Malta’s CSA. This study highlights the heteronormative binary assumptions that have traditionally dominated the practices, policies, and procedures within this institution of confinement. It identifies how operational aspects can lead to the social alienation of TGD individuals. The research findings indicate a lack of synchronisation between the CSA culture and national Maltese legislation, underlining the need for significant improvements to ensure the equal treatment of these vulnerable and socially marginalised individuals. Consequently, due to an enriched understanding of these elements, the study aims to put forward concrete proposals and measures, including training for staff, policy reforms, and increased support services, to ensure an environment at CSA that is respectful and protective and that dignifies TGD inmates, regardless of sexual orientation and/or gender identity. Description: M. Access Ed.(Melit.) 2024-01-01T00:00:00Z /library/oar/handle/123456789/141858 Title: Enhancing Maltese language education in preschools : pedagogical reflection and action Abstract: This study explores the different stages required to cause a shift from a predominantly monolingual to a more bilingual paradigm: a move from an English-only medium of instruction to a position where Maltese is also used as a vehicular language during routine and task-based activities in four kindergarten classrooms, housed within a Primary School in Malta. This process occurred gradually, through different stages: an extended familiarisation period, CPD training for the educators, observation and implementation (8400-30032022 / 8400-08082023). The focus on the microprocesses involved in aiding the development of Maltese as a second language in a formal kindergarten setting has not occurred to date. The results fill an important gap and provide a significant contribution to knowledge about implementing change. This factor, together with the use of Deweyan-inspired action research as a means of conducting this study and providing in-situ CPD training, also contributes further to the body of knowledge acquired by other similar international studies. Parental questionnaires were completed at the start of the study and interviews with the eight educators were also conducted at three different points of the study in order to explore their views. The outcomes of this study highlight the effectiveness of in-situ CPD, which helps to upskill educators whilst also serving to focus on implementing change within their classrooms. An important finding is that if a strong model of bilingual education in ECE in Malta is to be implemented, space has to be provided for sufficient immersion in both English and in Maltese. In order for this to happen, systematic planning and continuity from one year group to the next require prioritisation. Educators need support from their SMT in order to counteract the challenges faced, the most recurrent one being the time issue, besides other external and internal factors. Description: Ph.D.(Melit.) 2025-01-01T00:00:00Z /library/oar/handle/123456789/141622 Title: Networking experience in a Maltese college education network Abstract: This thesis provides an educational leadership study on a personal five-year networking experience in a Maltese College Education Network. The major focus of the study is the exploration of lived experiences of educational leadership in a new reform. The main research question explores to what extent the notion of leadership, as advocated by the Maltese Education Reform Document For All Children To Succeed (Ministry of Education & Employment, 2005), corresponds to the lived experiences of a School Administrator in a school college network environment. The conceptual framework of the thesis is based on some of Arendt’s major concepts including totalitarianism, ideology, plurality and freedom. The narrative inquiry approach has been selected to be able to carry out a thematic approach whereby each critical theme is analysed through the reading of both the lived experience of the researcher and the policy document itself. This analysis is supported by the contributions of different theories in educational leadership including social justice, education leadership, inclusive leadership, transformative leadership and feminist leadership. This study shows that there is a substantial mismatch between the vision of the reform document and the researcher’s lived experiences. It promotes the view that what is needed in education is more than words in policy documents or ‘what works.’ It is recommended that, in today’s globalised world, educational leaders nurture the capacity to understand, analyse and problematise their personal experiences within their own local environments. This thesis concludes with a number of other relevant recommendations on this subject. Description: PH.D. 2020-01-01T00:00:00Z /library/oar/handle/123456789/141063 Title: Governance strategies for inclusive higher education access through open and networked opportunities Abstract: This research seeks to investigate the manner in which educational institutions can prioritise diversity, equity, and inclusion while leveraging the strengths of online learning and Open Educational Resources to enhance acceptability and adaptability. It explores how governance can positively impact societal progress at national level through open and networked higher education. Motivated by the critical theory where the aim of the research challenges existing structures, this research adopts a critical realist epistemological approach. Description: M.A.(Melit.) 2025-01-01T00:00:00Z