/library/oar/handle/123456789/18578 Mon, 22 Jun 2026 13:57:20 GMT 2026-06-22T13:57:20Z /library/oar/handle/123456789/145611 Title: Foreword [Engaging with the MRER 20th anniversary archive : reflections on three educational journeys] Authors: Calleja, Colin Abstract: This book brings together three scholarly contributions that, while addressing different educational domains, are united by a shared concern with agency, inclusion, and the ethical purposes of education. The essays collectively examine how education systems respond to change, diversity, and inequality – particularly within the constraints and possibilities of a small-state context like Malta. Rather than offering prescriptive solutions or universal models, this volume foregrounds education as a relational, moral, and political practice, shaped by lived experience, institutional structures, and historical trajectories. The essays explore leadership and professional development in schools, teacher identity and professional agency, and the evolving discourse of inclusive societies. Together, they reveal how educational change is negotiated at the intersection of policy, practice, and values, and how educators and institutions struggle with tensions between autonomy and accountability, inclusion and stratification, reform and professional judgement. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/145611 2026-01-01T00:00:00Z /library/oar/handle/123456789/145171 Title: The benefits and importance of preserving learners’ heritage (or native) languages Authors: Gauci, Phyllisienne Abstract: This chapter examines how the teaching and learning of the language of schooling should never occur at the expense of students losing their native (heritage) languages. It argues that classrooms should actively embrace and celebrate linguistic diversity by treating heritage languages as valuable assets rather than obstacles. Key themes include learners’ right to maintain their heritage language, the ways in which a strong foundation in the first language (L1) facilitates second-language (L2) acquisition through skill transfer, cognitive advantages of bilingualism, and the role of parents in developing family language policies. The chapter highlights research (e.g., Cummins’ Common Underlying Proficiency model) showing that continued development of the heritage language supports overall cognitive growth, academic success, identity formation, and family/community connections, while providing practical guidance for teachers on supporting bilingualism without requiring knowledge of the students’ home languages. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/145171 2025-01-01T00:00:00Z /library/oar/handle/123456789/145018 Title: Principle 4 : respect the gaps in knowledge of others Authors: Pace, Erika Marie; Aiello, Paola; Nel, Mirna; Calleja, Colin Abstract: Respect the gaps in knowledge of others is a gentle academic principle that acknowledges that fellow academics bring different perspectives, strengths, and world views to the field. Diversity enhances workplace cultural experiences, projects and research. Respecting knowledge gaps gives value to collaboration (Priaulx & Weinel, European Journal of Futures Research, 6(21), 1–18, 2018) and shows that respect can lead to increased trust and ultimately a healthy working environment (Bond-Barnard et al., International Journal of Managing Projects in Business, 11, 432–457, 2018). This aids in reducing the risk of tensions or conflicts that may emerge from differing disciplinary or theoretical lenses (Cooke & Hilton, 2015), such as disagreements on authorship, methodology, writing style, or data interpretation (Kyvik & Reymert, Scientometrics, 113, 951–967, 2017). In this chapter, we aim to provide insights and guidance for gentle academics seeking to create a more positive and productive working environment through respecting the gaps in knowledge of others. To this end, we examine the challenges that can arise when working with colleagues who have different viewpoints and levels of expertise. We discuss the benefits of embracing a mindset that values diverse perspectives and recognises the limitations of individual knowledge. Additionally, we present strengths-based approaches for fostering a culture of respect and collaboration such as creating a common ground, leading by example and recognising the value of supportive strategies such as mentorship. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/145018 2026-01-01T00:00:00Z /library/oar/handle/123456789/145017 Title: From deficit to strength : autistic adults’ lived experiences and the case for strength-based education and employment practices Authors: Calleja, Colin; Chetcuti, Leanne Abstract: Autism Spectrum Disorder (ASD) is often framed within deficit-based paradigms, overshadowing the inherent strengths of autistic individuals. This study adopts a phenomenological approach to explore the unique strengths of autistic individuals as perceived by five high-functioning autistic adults in Malta. Semi-structured interviews examined participants' reflections on their childhoods, educational environments, and professional lives. Thematic analysis identified five interrelated themes: (1) hidden gifts and strengths of autistic individuals, (2) perceptions of autism and self-awareness, (3) living with misunderstandings in adulthood, (4) navigating childhood and school, and (5) the influence of family and professional environments. Findings highlight strengths such as exceptional memory, analytical thinking, creativity, and empathy, alongside challenges arising from societal misconceptions and a lack of strength-based educational practices. This research advocates for the adoption of neurodiversity-affirming frameworks and strength-based approaches across education, family support, and workplace environments to foster inclusion and well-being. Uniquely situated within the underexplored Maltese context, this study contributes novel insights into how cultural and educational systems influence the recognition of autistic strengths.; Il Disturbo dello Spettro Autistico (ASD) è spesso inquadrato entro paradigmi basati sul deficit, che finiscono per oscurare i punti di forza intrinseci delle persone autistiche. Questo studio adotta un approccio fenomenologico per esplorare le specifiche risorse delle persone autistiche così come percepite da cinque adulti autistici ad alto funzionamento a Malta. Attraverso interviste semi-strutturate, la ricerca ha indagato le riflessioni dei partecipanti sulla propria infanzia, sui contesti educativi e sui percorsi professionali. L’analisi tematica ha individuato cinque temi interrelati: (1) talenti e punti di forza nascosti delle persone autistiche; (2) percezioni dell’autismo e consapevolezza di sé; (3) il vivere con fraintendimenti nell’età adulta; (4) l’attraversamento dell’infanzia e della scuola; (5) l’influenza dei contesti familiari e professionali. I risultati mettono in luce risorse quali memoria eccezionale, pensiero analitico, creatività ed empatia, accanto a criticità derivanti da rappresentazioni sociali distorte e dalla carenza di pratiche educative orientate ai punti di forza. La ricerca sostiene l’adozione di cornici affermative della neurodiversità e di approcci Strength-Based nei contesti educativi, familiari e lavorativi, al fine di promuovere inclusione e benessere. Inserito nel poco esplorato contesto maltese, lo studio offre contributi originali su come i sistemi culturali ed educativi influenzino il riconoscimento delle risorse delle persone autistiche. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/145017 2026-01-01T00:00:00Z