/library/oar/handle/123456789/36539 Mon, 22 Dec 2025 09:45:55 GMT 2025-12-22T09:45:55Z /library/oar/handle/123456789/57657 Title: Postcolonial Directions in Education : volume 6 : issue 2 Editors: Hickling Hudson, Anne; Mayo, Peter; Raykov, Milosh Abstract: Table of contents: 1/ TORRES, C. A. - Neoliberalism, globalization agendas and banking educational policy : is popular education an answer? -- 2/ SHAMASH, R. - From good vs evil to rational vs emotional : a discussion of binaries of knowledge and thought -- 3/ HOPPERS, C. A. - Beyond critique to academic transformation : reconceptualising rurality in the global south -- 4/ LUCIO-VILLEGAS, E. - Recovering memories of people, crafts and communities : challenging the colonization of a lost life-world -- 5/ MAYO, P. - Twentieth anniversary of Paulo Freire's death (1997-2017) : Freire's relevance for understanding colonialism -- 6/ BHATTACHARYA, A. - Ernesto Che Guevara : in memoriam 50 years on -- 7/ CHATTOPADHYAYA, A. - Lifelong learning in developing countries : conference West Bengal, India, 17-19 February. Sun, 01 Jan 2017 00:00:00 GMT /library/oar/handle/123456789/57657 2017-01-01T00:00:00Z /library/oar/handle/123456789/26511 Title: Lifelong learning in developing countries : conference West Bengal, India, 17-19 February Authors: Chattopadhyaya, Apurba Abstract: A 2-day International Conference,‘Lifelong Learning in Developing Countries: Issues and Perspectives’, was organized by Kalyani University of West Bengal, India, on 17-19 February, 2017.The conference was attended by experts from U.S.A, Denmark, Malta, Norway and India. After the conference, the experts participated in a workshop in which a comprehensive curriculum for an MA in Lifelong Learning, to be offered by Kalyani University, was developed. Sun, 01 Jan 2017 00:00:00 GMT /library/oar/handle/123456789/26511 2017-01-01T00:00:00Z /library/oar/handle/123456789/26045 Title: Beyond critique to academic transformation : reconceptualising rurality in the global south Authors: Hoppers, Catherine Odora Abstract: Critique is taken to mean an analytical examination of a text or a situation whether political or economic or social. Although critique is commonly understood as fault finding and negative judgment, it can also involve merit recognition, and, in the philosophical tradition, it also means a methodical practice of doubt. This reasoned judgment or analysis, value judgment, interpretation or observation is different from the pragmatic imperatives to action, in this case policy action; and in the South African case transformative policy action. Where the academy is concerned there is a radical difference between critiquing the academy and finding practical solutions to endemic problems ingrained not only in the philosophy but in the cyclical practice that drives it and the disciplines that emerge from it. This article takes its cue from the urgent need to go beyond ideologies which are neo-colonial, Eurocentric, abstract or individualist, to a discourse which engages in sustained action beginning with the academy. Since the universities in Africa remain mired in fundamentally Eurocentric views and interpretations, we need to find deep analyses and come out with propositions that have the ability to transcend the battle between scholars and academic paradigms to transformative imperatives that can put pressure and raise the bar for the academy to consider changing its ways. Sun, 01 Jan 2017 00:00:00 GMT /library/oar/handle/123456789/26045 2017-01-01T00:00:00Z /library/oar/handle/123456789/26043 Title: Recovering memories of people, crafts and communities : challenging the colonization of a lost life-world Authors: Lucio-Villegas, Emilio Abstract: This paper reports on research concerning a specific form of colonization – colonization by globalised industrial mass production. This has replaced a life-world (lebenswelt)- characterized by crafts and languages that have become or are increasingly becoming extinct species. Though specific to a locality in Spain, this process of colonization has wider resonance for all those contexts worldwide witnessing the loss of crafts and their related languages through the processes of hegemonic globalisation. People are losing the sense of belonging to a symbolic and geographical territory. Systematic research for recovering this can be considered a generator of experiences and learning. These experiences are related toidentity as an element which enables people to understand how individuals establish relationships amongst themselves and with the environment. This identityis always linked to the way through which people understand the territory. At the same time,it is a powerful element for transforming it. An important part of this identity relates to the traditional production system and, within that, the notion of crafts and craftsmen. This is a work in process. The first outcomes of the research are related to some descriptive categories such as: the crafts associated with the River; the use of the River to transport goods and people; the family ties associated to craft; the cosmopolitanism of the people and the changes which this generates; the role of women; and the River as a magical and mysterious place. My educational goal is to use this research to produce adult education materials based on community history, materials that can help communities articulate their identity, as opposed tomaterials taking anabstract skills-based learning approach. Sun, 01 Jan 2017 00:00:00 GMT /library/oar/handle/123456789/26043 2017-01-01T00:00:00Z