Postcolonial Directions in Education
Postcolonial Directions in Education is a peer reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contribute to advancing the field. As indicated in the Editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches.
The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and ‘imagination’ of empire, The impact of Neoliberalism/globalisation/structural adjustment programmes on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neo-colonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, Indigenous knowledges, supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, Cultural hybridity and learning in postcolonial contexts, education and the politics of dislocation, biographies / autobiographies reflecting the above themes, deconstruction of colonial narratives of civilization within educational contexts. Once again the field cannot be exhausted.
Education Research Monograph Series (ERMS)
ERMS is a peer-reviewed book series which focuses on specialised and interdisciplinary issues related to education. ERMS is intended to enable researchers from many disciplines to share their findings and, as a result, stimulate dialogue on established and emerging topics in education within the international community of researchers, practitioners, students and other stakeholders interested in the field. The monograph series considers bibliographical works as well as empirical studies that employ mixed methods for data gathering and analysis.
Malta Review of Educational Research
ISSN 1726-9725
The Malta Review of Educational Research (MRER) is a fully refereed, international, electronic journal. The journal provides established and emerging scholars and practitioners with a space for critical and empirical analysis of issues in education. In broader terms, the journal sets out to contribute to educational theory as well as policy, leadership, curriculum development, support services and pedagogy.
MRER is published twice yearly in one of the following formats: general issue; special issue; or supplement issue. General issues contain papers that cover a range of areas in education. Special issues focus on one particular education-related theme. Supplement issues are published intermittently, when the volume of accepted submissions warrants the publication of extra numbers in a particular year.
MRER should be of interest to scholars and practitioners working in different sectors in education such as: preschool education; compulsory schooling; adult and continuing education; vocational training; post-secondary and tertiary education; popular education; education for leisure; museum education; media education; distance learning; open learning; education administration and management; history of education; education studies; and ICT in education.