/library/oar/handle/123456789/36526 2025-12-22T03:02:37Z /library/oar/handle/123456789/57672 Title: Postcolonial Directions in Education : volume 4 : issue 2 Editors: Hickling Hudson, Anne; Mayo, Peter; Raykov, Milosh Abstract: Table of contents: 1/ SHULTZ, L. - Decolonizing UNESCO's post-2015 education agenda : global social justice and a view from UNDRIP -- 2/ CORTES-RAMIREZ, E. E. - Cultural hegemony today. From cultural studies to critical pedagogy -- 3/ MALOTT, C., & ORELUS, P. - Marxist historiography in the history of education : from colonial to neocolonial schooling in the United States -- 4/ MAYO, P. - Pre-CHOGM People’s Forum, Malta 21 November 2015 -- 5/ CHATELIER, S. - [Book review] Alessandrini, A., Frantz Fanon and the future of cultural politics : finding something different. 2015-01-01T00:00:00Z /library/oar/handle/123456789/19945 Title: Pre-CHOGM People’s Forum, Malta 21 November 2015. Authors: Mayo, Peter Abstract: Malta hosted the 2015 Commonwealth Heads of Government Forum, known as CHOGM, the second time the country hosted the event in the last ten years. As usual, this forum is preceded by the People’s Forum which takes place in the same host country and which attracts participants from various international NGOs, educators, social activists, professionals and academcs, among others. 2015-01-01T00:00:00Z /library/oar/handle/123456789/19943 Title: Perspectives on British expatriate science teachers in a Caribbean context Authors: Burke, Lydia E. Carol-Ann Abstract: In this article, I report on the findings of a qualitative critical analysis of student, teacher and administrator accounts of the employment of British expatriate science teachers in a given Caribbean context. I utilise the complicity/resistance construct of postcolonial theory as the analytic framework for this inquiry, foregrounding the meanings that research participants attached to the geographic origins of science teachers. These meanings place the expatriate teachers in complicated positions of privilege that elicit certain responses from students, colleagues and the expatriate teachers themselves. I discuss the implications of participant insights that reinforce a call for further postcolonial critique of the employment of Western expatriate teachers in once-colonised settings. 2015-01-01T00:00:00Z /library/oar/handle/123456789/19941 Title: Cultural hegemony today. From cultural studies to critical pedagogy Authors: Cortes-Ramirez, Eugenio-Enrique Abstract: The concept of cultural hegemony is much broader than that of ideology, because it refers to the construction process of the collective experience, of the modelling of meanings, from the development of values, the creation of world conceptions and of the moral, cultural and intellectual direction of society through education. In this paper, the evolution of this concept is analysed from its origins to its configuration as a method of study in Cultural Studies by Antonio Gramsci and later, to its articulation through a system of representations, a discourse framed by political forces via an entire system of thought in Critical Pedagogy. According to Lorenzo Milani, this ´Pedagogy against Empire´ searches for an approach to learning for social justice, emphasises the collective dimension of learning and action, and reflects the struggle for school and social reform. This education will combine instruction or a purely technical approach with a humanistic education, brooking no differentiation or social division between manual and intellectual work where the union between theory and action is perceived as key to understanding reality and, at the same time, to transform it. 2015-01-01T00:00:00Z