Carmel Borg – författare

Antonio Gramsci (1891-1937) is one of the major social and political theorists of the 20th century whose work has had an enormous influence on several fields, including educational theory and practice. Gramsci and Education demonstrates the relevance of Antonio Gramsci's thought for contemporary educational debates. The essays are written by scholars located in different parts of the world, a number of whom are well known internationally for their contributions to Gramscian scholarship and/or educational research. The collection deals with a broad range of topics, including schooling, adult education in general, popular education, workers' education, cultural studies, critical pedagogy, multicultural education, and the role of intellectuals in contemporary society.

In an age where official and sponsored violence are becoming normalised and conceived of as legitimate tools of peace keeping, a number of leading academics and activists represented in Pedagogy, Politics and Philosophy of Peace interrogate and resist the intensification of the militarisation of civil life and of international relations. Coming from different areas of study, the contributors to this volume discuss peace and critical peace education from a range of perspectives. The nature of peace, myths related to peace, the logistics of peace and peacemaking as well as the relation of peace and pedagogy in the broadest meaning of the term constitute the main themes of the book. The common thread that binds the chapters together is the distinction between genuine/authentic and false peace and the importance of critical reflection on actions that contribute to genuine peace.

In an age where official and sponsored violence are becoming normalised and conceived of as legitimate tools of peace keeping, a number of leading academics and activists represented in Pedagogy, Politics and Philosophy of Peace interrogate and resist the intensification of the militarisation of civil life and of international relations. Coming from different areas of study, the contributors to this volume discuss peace and critical peace education from a range of perspectives. The nature of peace, myths related to peace, the logistics of peace and peacemaking as well as the relation of peace and pedagogy in the broadest meaning of the term constitute the main themes of the book. The common thread that binds the chapters together is the distinction between genuine/authentic and false peace and the importance of critical reflection on actions that contribute to genuine peace.

Exploring how global changes affect education today, in the classroom and in local, national, and international contexts, this book explores the future of education's capacity for effectiveness in multicultural and multilingual contexts. The chapters deal with lifelong learning (a critique), immigration, antiracist education, parental involvement in schools, national curricula, Paulo Freire's legacy, insights from the work of Lorenzo Milani and the School of Barbiana, and Gramsci's writings on the school. There are both theoretical and empirically grounded chapters in this volume.

Exploring how global changes affect education today, in the classroom and in local, national, and international contexts, this book explores the future of education's capacity for effectiveness in multicultural and multilingual contexts. The chapters deal with lifelong learning (a critique), immigration, antiracist education, parental involvement in schools, national curricula, Paulo Freire's legacy, insights from the work of Lorenzo Milani and the School of Barbiana, and Gramsci's writings on the school. There are both theoretical and empirically grounded chapters in this volume.

This book develops selected papers from the 14th International Networked Learning Conference (NLC) 2024 hosted by the University of Malta. It explores the evolving role of networked learning in fostering pedagogies of hope, addressing current challenges like AI in education while imagining new futures. Section 1, Imaginaries in Networked Learning, examines postdigital citizenship, waste stories, and decolonial approaches. Section 2, Crossing Contexts with Networked Learning, highlights how social media, situated readiness, and digital craftsmanship expand learning environments. Section 3, Using AI in Networked Learning, explores AI’s role in teaching from posthuman and multicultural leadership perspectives. Section 4, Experience and agency in Networked Learning, reflects on augmented reality and educators’ lived experiences during crises. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference. This book will be of particular interest to educators and education researchers.