Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/26021
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Barker, Lorina L. | - |
dc.contributor.author | Nye, Adele | - |
dc.contributor.author | Charteris, Jennifer | - |
dc.date.accessioned | 2018-01-25T09:43:40Z | - |
dc.date.available | 2018-01-25T09:43:40Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Barker, L. L., Nye, A., & Charteris, J. (2017). Voice, representation and dirty theory. Postcolonial Directions in Education, 6(1), 54-81. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar//handle/123456789/26021 | - |
dc.description.abstract | Australian Educational theory has drawn largely from the authoritative metropole described by Connell in Southern Theory (2007). In this article, the perilous nature of global north/south power relations that are embedded in research work is given consideration. Through a collaborative process, the researchers create an assemblage of poems that embody a range of voices from their respective research fields. Drawing from contexts in Australia and Aotearoa/New Zealand, these examples of southern theory fieldwork are used to problematise the notion that it is possible to simply bring the south to the centre. The geospatial politics inherent in Connell’s attempt to categorise knowledge production is critiqued. The complexity of ‘doing southern theory’ is considered as one of many approaches to working with voices from the south. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta. Faculty of Education | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Education -- Social aspects -- Australia | en_GB |
dc.subject | Indigenous peoples -- Education (Higher) -- Australia | en_GB |
dc.subject | Education, Higher -- Research -- Australia | en_GB |
dc.subject | Education, Higher -- Curricula -- Australia | en_GB |
dc.title | Voice, representation and dirty theory | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.publication.title | Postcolonial Directions in Education | en_GB |
Appears in Collections: | PDE, Volume 6, No. 1 PDE, Volume 6, No. 1 |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Voice, representation and dirty theory.pdf | 195.63 kB | Adobe PDF | View/Open |
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.