6,490 research outputs found
Critical pedagogy in hard financial times
No full textPeter Mayo takes issue with education financing not from an economic or technical
viewpoint, but from a philosophical and systemic one, drawing on critical pedagogy.
There is no sense, this article argues, to talk of higher education or its funding without
reference to the capitalist system which the mainstream education discourse reaffirms. The author concludes with an alternative vision of lifelong learning as a social act for the creation and enhancing of democratic spaces, reflected in the ongoing global “Occupy” protests for social equality.peer-reviewe
Interview with Peter Mayo
No full textAn interview covering different aspects of the current hegemonic discourse of lifelong learning. The interview was carried out in 2007 by Finnish scholar Juha Suoranta with Maltese scholar Peter Mayo and was published in part (its shorter version) in the Finnish journal Lifelong Learning in Europe, with a larger , completed version published in the refereed journal, Review of Education, Pedagogy and Cultural Studies, edited by Henry A Giroux.N/
Antonio Gramsci and Paulo Freire : some connections and contrasts
No full textAntonio Gramsci (1891-1937) y Paulo Freire (1921-1997) son realmente dos de las figuras más citadas en el debate sobre enfoques críticos de la educación. Sus respectivos trabajos culturales y políticos se dieron en contextos y tiempos diferentes (Gramsci durante la primera parte del siglo XX en Europa y Paulo Freire en Latino América, Norte América, Europa y África en la segunda mitad del siglo XX). No obstante, toda una generación de escritores, posicionados dentro de la educación crítica, y especialmente los subscritos a la pedagogía crítica, ponen constantemente en Gramsci y en Freire una fuerte coincidencia dentro de las relaciones entre educación/trabajo cultural y poder. La imágenes de estas dos figuras tienen a menudo un estatus parecido en estos textos.En este artículo, intentaré describir las teóricas y, cuando convenga, las conexiones biográficas entre los trabajos de ambos, destacando algunos de los contrastes obvios existentes. A su vez, reproduciré los puntos clave extensamente tratados en mi reciente trabajo publicado sobre estas dos figuras donde intenté deducir conclusiones de sus respectivos escritos para el proceso de la transformación de la educación de adultos relacionado con la época contemporánea. En éste artículo, espero también poder aportar nuevos puntos comparativos no expuestos anteriormente.peer-reviewe
Higher education, socialism & industrial development : Dom Mintoff and the ‘Worker - Student Scheme’
No full textThis article focuses on the recently deceased Maltese socialist leader Dom Mintoff (19162012) and his introduction of a scheme that was intended to change higher education and develop it ostensibly on socialist lines but, in effect, in a manner intended to facilitate the country’s transition from mercantile capitalism to that of productive industrial development. The scheme he introduced, with its immediate socialist echoes but which warrants more careful scrutiny to unveil both its contradictions and real economic purpose, was the Worker-Student scheme, arguably Mintoff’s original, albeit much decried and controversial, contribution to higher education thinking. In this
paper, I will take a look at the main issues surrounding the concept of the worker student scheme and the way they were put into practice during the scheme’s almost ten year period of existence (19781987). I shall analyse them in the context of the Malta Labour Party’s then professed socialist politics. What are the contradictions and consistencies regarding what have come to be regarded as key concepts in a socialist politics of education? Resumen Este artículo se centra en el recientemente fallecido dirigente socialista maltés Dom Mintoff (19162012) y su introducción de un esquema que pretende cambiar la educación superior y desarrollarlo ostensiblemente en líneas
socialistas pero, de manera que se facilite la transición del país desde un capitalismo mercantil a un desarrollo industrial productivo. El esquema que presentó, con sus inmediatos ecos socialistas pero que garantizaba un mayor cuidado en el escrutinio para desvelar tanto sus contradicciones como el propósito económico real, fue el esquema de trabajadorestudiante, posiblemente original de Mintoff, aunque muy denunciado y controvertido, contribución al pensamiento de la educación superior. En este trabajo, me centraré en las principales cuestiones que rodean el concepto del sistema trabajadorestudiante y la forma en que fueron puestas en práctica durante casi
diez años de existencia del esquema(19781987). Voy a analizarlas en el contexto del Partido Laborista de Malta, el cual profesaría política socialista. ¿Cuáles son las contradicciones y consistencias con respecto a lo que han llegado a considerarse como conceptos clave en una política socialista de la educación?peer-reviewe
What Catholic educators can learn from the radical Christianity and critical pedagogy of Don Lorenzo Milani
No full textThis paper exposes some of the ideas expressed or associated with the work of don Lorenzo Milani and the School of Barbiana and discusses them in the light of the teachings of the gospels. It draws out the ramifications of these ideas for a critical education in the Christian spirit. The focus throughout is on education for social justice.peer-reviewe
Lifelong learning and schools as community learning centres : key aspects of a national curriculum draft policy framework for Malta
No full textThe island of Malta has been engaged in policy document formulations for curriculum renewal in the country’s educational system (4-16 years of age) since 1988 when the first National Minimum Curriculum (henceforth NMC) was launched (Wain, 1991; Borg et al, 1995). In 1999 a revamped NMC (Ministry of Education, 1999) was developed following a long process of consultation involving various stages and stakeholders. It was a compromise document (Borg & Mayo, 2006) which emerged as a result of reactions to a more radical and coherent draft document produced in 1988.
Both curricular documents were subject to debates and critiques (Wain, 1991; Darmanin, 1993; Borg et al, 1995; Giordmaina, 2000; Borg and Mayo, 2006). More recently a series of volumes providing guidelines, key principles and aims for a national curriculum framework (henceforth NCF) have been produced (MEEF, 2011a,b,c,d) and are currently the target of debate and the focus of reactions by various stakeholders in education including teachers who were asked to read the volumes and provide reactions in the form of answers to a set questionnaire. In this paper, I will focus on one aspect of the documents, the first of its three aims: ‘Learners who are capable of successfully developing their full potential as lifelong learners.’ It is that aspect of the framework documents that falls within the purview of the title for this special issue. The use of this notion attests to the influence of the EU’s policy communications on member states, Malta having joined the Union in 2004 (Mayo, 2007).peer-reviewe
Obituary: Joseph A. Buttigieg (1947-2019)
No full textThis is an obituary of Joseph A. Buttigieg by a long-time collaborator and friend of his, Professor Peter Mayo of the University of Malta, who apart from – and often overlapping with his Gramsci studies – carries out specialist research and teaching on educational matters.This is an obituary of Joseph A. Buttigieg by a long-time collaborator and friend of his, Professor Peter Mayo of the University of Malta, who apart from – and often overlapping with his Gramsci studies – carries out specialist research and teaching on educational matters
Migration and asylum in Malta and the European Union : rights and realities
No full textPeter Mayo reviews "Migration and Asylum in Malta and the European Union", edited by Peter G. Xuereb, who covers the issue of migration and asylum in Malta from a variety of angles. The sixteen chapters include Xuereb’s editorial introduction, in which he discusses some of the finer legal points and provides summaries of the various papers, are well researched, some more than others.peer-reviewe
Object drop in L3 acquisition
No full textThe topic of cross-linguistic differences regarding the overt or null expression of arguments has been considered both in first (L1) and second language (L2) acquisition. There is abundant literature on both subject and object drop with different language pairings but the issue has not been considered in third language (L3) acquisition. The main goal of this article is to analyse the L3 interlanguage of Basque-Spanish bilinguals regarding the acceptability and interpretation of null objects. The three languages involved in the study display different semantic requirements for the target structure, with Basque allowing for a null object option across-the-board, Spanish only under certain semantic conditions, and English disallowing it in the standard variety. Two trilingual, one bilingual and a control group (n = 119) rated experimental items embedded in context, presented in a written and aural format on a computer screen. Findings point to the successful acquisition of the target structure, as well as a clear influence of Spanish in the three experimental groups
Oltre l’eurocentrismo: riflessioni e prospettive sulla pedagogia critica e l’educazione degli adulti nel contesto del Mediterraneo
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