A Rationale for a Transformative Approach to Education

Journal of Transformative Education

Volumn 1, Issue 1, 2003, Pages 38-57

  Mayo, Peter ^a  

^a UNIVERSITY OF MALTA   (Malta)

Author keywords

capitalism; civil society; emancipation; Freire; Gramsci; neoliberalism; parent participation; public sphere; transformative; workers education

Indexed keywords

EID: 33646701386     PISSN: 15413446     EISSN: 15527840     Source Type: Journal    
DOI: 10.1177/1541344602250400     Document Type: Article

References (83)

1. Allman, P. (1988). Gramsci, Freire and Illich: Their contributions to education for socialism. In T. Lovett (Ed.), Radical approaches to adult education: A reader. London: Routledge.
2. Allman, P. (1999). Revolutionary social transformation: Democratic hopes, political possibilities and critical education. Granby, MA: Bergin & Garvey.
3. Allman, P. (2001). Critical education against global capitalism: Karl Marx and revolutionary critical education. Westport, CT: Bergin & Garvey.
4. Allman, P., & Mayo, P. (1997). Freire, Gramsci and globalisation: Some implications for social and political commitment in adult education. Paper presented at the Proceedings of the 27th Annual SCUTREA Conference, Birkbeck College, University of London.
5. Allman, P., & Wallis, J. (1995). Challenging the postmodern condition: Radical adult education for critical intelligence. In M. Mayo & J. Thompson (Eds.), Adult learning critical intelligence and social change. Leicester, UK: NIACE.
6. Amin, S. (1997). Capitalism in an age of globalization. London: Zed Books.
7. Apple, M. (1991). The work of Paulo Freire as secretary of education in São Paulo [Cassette Recording]. In Educational policy and social change in Brazil. Chicago: Teach ’em.
8. Arvidson, L. (1993). Adult education and democracy. In Social change and adult education research: Adult education research in Nordic countries 1991/92. Copenhagen, Denmark: Special-Trykkeriet Vilborg A/S.
9. Baldacchino, G. (1990). Worker cooperatives with particular reference to Malta: An educationist’s theory and practice. The Hague, the Netherlands: Institute of Social Studies.
10. Baldacchino, G., & Mayo, P. (1996). Adult continuing education in small and island states: The case of Malta. Convergence, 29(2), 22-35.
11. Betto, F. (1999, October 17). Liberation theology: No longer a ghetto in the church. The Sunday Times (Malta), pp. 44-45.
12. Bocock, R. (1986). Hegemony. London: Tavistock.
13. Borg, C., Buttigieg, J., & Mayo, M. (2002). Introduction—Gramsci and education: A holistic approach. In C. Borg, J.A. Buttigieg, & P. Mayo (Eds.), Gramsci and education. Lanham, MD: Rowman & Littlefield.
14. Borg, C., & Mayo, P. (2001). From adjuncts to subjects: Parental involvement in a working class community. British Journal of Sociology of Education, 22(2), 245-266.
15. Borg, C., & Mayo, P. (2002). Making sense of a postcolonial context: A Freirean perspective. Journal of Postcolonial Education, 1(1), 101-125.
16. Boron, A., & Torres, C.A. (1996). The impact of neoliberal restructuring on education and poverty in Latin America. Alberta Journal of Educational Research, 42(2), 102-114.
17. Bray, M. (1992). Making small practical: The organisation and management of ministries of education in small states. London: Commonwealth Secretariat.
18. Briton, D. (1996). The modern practice of adult education: A postmodern critique. Albany, NY: SUNY Press.
19. Bron, M., & Malewski, M. (Eds.). (1995). Adult education and democratic citizenship. Wroclaw, Poland: Wroclaw University Press.
20. Clark, M.C. (1997). Learning as a non-unitary self: Implications of postmodernism for adult learning theory. Paper presented at the Proceedings of the 27th Annual SCUTREA Conference, Birkbeck College, University of London.
21. Coben, D. (1998). Radical heroes: Gramsci, Freire and the politics of adult education. New York: Garland.
22. Comeliau, C. (1997). The challenges of globalization. Prospects, 32(1), 29-34.
23. Edwards, R., & Usher, R. (1997). Globalisation and a pedagogy of (dis)location. Paper presented at the Proceedings of the 27th Annual SCUTREA Conference, Birkbeck College, University of London.
24. El-Saadawi, N. (1997). The Nawal El-Saadawi reader. London: Zed Books.
25. Finger, M. (1989). New social movements and their implications for adult education. Adult Education Quarterly, 40(1), 15-22.
26. Foley, G. (1994). Adult education and capitalist reorganisation. Studies in the Education of Adults, 26(2), 121-143.
27. Foley, G. (1999). Learning in social action: A contribution to understanding informal education. London: Zed Books.
28. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
29. Freire, P. (1972). Education: Domestication or liberation? Prospects, 2(2), 173-181.
30. Freire, P. (1993). Pedagogy of the city. New York: Continuum.
31. Freire, P. (1996). Letters to Cristina: Reflections on my life and work. New York: Routledge.
32. Freire, P. (1998a). Pedagogy of freedom: Kinds of knowledge essential for educative practice. Lanham, MD: Rowman & Littlefield.
33. Freire, P. (1998b). Teachers as cultural workers: Letters to those who dare teach. Boulder, CO: Westview.
34. Fukuyama, F. (1992). The end of history and the last man. New York: The Free Press.
35. Gadotti, M., & Torres, C.A. (1997). Paulo Freire: An homage. Taboo: The Journal of Culture and Education, ll, 96-101.
36. Giroux, H. (1985). Introduction. In P. Freire (Ed.), The politics of education. South Hadley, MA: Bergin & Garvey.
37. Giroux, H. (1999). The mouse that roared: Disney and the end of innocence. Lanham, MD: Rowman & Littlefield.
38. Giroux, H. (2000). Stealing innocence: Corporate culture’s war on children. New York: Palgrave.
39. Giroux, H. (2001). Public spaces/private lives: Beyond the culture of cynicism. Lanham, MD: Rowman & Littlefield.
40. Gramsci, A. (1971). Selections from the prison notebooks (Q. Hoare & G. Nowell Smith, Eds.). New York: International Publishers.
41. Hall, S. (1996). Gramsci’s relevance for the study of race and ethnicity. In D. Morley & K.-H. Chen (Eds.), Stuart Hall: Critical dialogues in cultural studies. London: Routledge.
42. Hillcole Group. (1998). Rethinking education and democracy: A socialist alternative for the twenty first century. London: Tufnell Press.
43. Holst, J. (2001). Social movements, civil society, and radical adult education. Westport, CT: Bergin & Garvey.
44. Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia: Temple University Press.
45. Kester, G. (1980). Transition to workers’ self-management: Its dynamics in the decolonising economy of Malta. The Hague, the Netherlands: Institute of Social Studies.
46. Korsgaard, O. (1997). The impact of globalization on adult education. In S. Walters (Ed.), Globalization, adult education and training—Impacts and issues. London: Zed Books.
47. Ledwith, M. (1997). Participating in transformation: Towards a working model of community empowerment. Birmingham, AL: Venture Press.
48. Lovett, T. (Ed.). (1988). Radical approaches to adult education: A reader. London: Routledge.
49. Macedo, D. (1998). Foreword. In P. Freire (Ed.), Pedagogy of freedom. Lanham, MD: Rowman & Littlefield.
50. Martin, I. (2001). Reconstructing the Agora: Towards an alternative politics of lifelong learning. Concept, 11(1), 4-8.
51. Matvejevic, P. (1997). Address. In Laboratorio Mediterraneo—Obiettivi e Mezzi per il parternariato Euromediterraneo: Il forum civile EuroMed [Objectives and means for the Euro-Mediterranean partnership: The civil forum Euromed]. Naples: Magma.
52. Mayo, P. (1994). Adult literacy programmes in Malta: A critical review. Language and Education, 8(1-2), 31-39.
53. Mayo, P. (1997). Workers’ education and democracy. In G. Baldacchino & P. Mayo (Eds.), Beyond schooling: Adult education in Malta. Malta: Mireva.
54. Mayo, P. (1999). Gramsci, Freire and adult education: Possibilities for transformative action. London: Zed Books.
55. Mayo, P. (2003). In and against the state: Gramsci, a “war of position” and adult education. In T. Clayton (Ed.), Rethinking hegemony. Melbourne, Australia: James Nicholas.
56. McGinn, N.F. (1996). Education, democratisation and globalisation: A challenge for comparative education. Comparative Education Review, 40(4), 341-357.
57. McGinn, N.F. (1997). The impact of globalization on national educational systems. Prospects, 32(1), 41-54.
58. McLaren, P. (1995). Critical pedagogy and predatory culture. New York: Routledge.
59. McLaren, P., & Mayo, P. (1999). Value commitment, social change and personal narrative. International Journal of Educational Reform, 8(4), 397-408.
60. Miles, A. (1998). Learning from the Women’s Movement in the neo-liberal period. In S.M. Scott, B. Spencer, & A.M. Thomas (Eds.), Learning for life: Canadian readings in adult education. Toronto, Canada: Thompson Educational.
61. Mulenga, D. (1996). The impact of economic crisis and structural adjustment on education and training in Africa. Paper presented at the 37th Annual Adult Education Research Conference Proceedings, University of South Florida, Tampa.
62. O’Cadiz, P., Wong, P.L., & Torres, C.A. (1997). Education and democracy: Paulo Freire, social movements and educational reform in São Paulo. Boulder, CO: Westview.
63. Ornelas, C. (1982). Cooperative production and technical education in the Basque country. Prospects, 12(4), 467-475.
64. O’Sullivan, E. (1999). Transformative learning: Educational vision for the 21st century. London: Zed Books.
65. Pannu, R.S. (1996). Neoliberal project of globalization: Prospects for democratisation of education. Alberta Journal of Educational Research, 42(2), 87-101.
66. Plumb, D. (1995). Critical adult education and identity in postmodernity. Paper presented at the 36th Annual Adult Education Research Conference, University of Alberta, Edmonton, Canada.
67. Quiroz Martin, T. (1997). Women, poverty and adult education in Chile. In S. Walters (Ed.), Globalization, adult education & training—Impacts and issues. London: Zed Books.
68. Ross, R., & Trachte, K.C. (1990). Global capitalism: The new leviathan. Albany, New York: SUNY Press.
69. Scatamburlo, V.L. (1997). The revolutionary legacy of Paulo Freire. Taboo: The Journal of Culture and Education, ll, 55-57.
70. Shor, I., & Freire, P. (1987). A pedagogy of liberation: Dialogues on transforming education. New York: Bergin & Garvey.
71. Simon, R.I. (1992). Teaching against the graIn: Texts for a pedagogy of possibility. Toronto, Canada: OISE Press.
72. Sklair, L. (1995). Social movements and global capitalism. Sociology, 29(3), 495-512.
73. Spencer, B. (1998). Workers’ education for the twenty-first century. In S.M. Scott, B. Spencer, & A.M. Thomas (Eds.), Learning for life: Canadian readings in adult education. Toronto, Canada: Thompson Educational.
74. Sultana, R.G. (1994). L-ghalliema, il-genituri u l-kunsilli ta’ l-iskejjel: Bini ta’ pont fuq bahar jaqsam? [Teachers, parents and school councils: Building bridges over dividing seas?] In R.G. Sultana (Ed.), Genituri u ghalliema ghal edukazzjoni ahjar: Gwida ghal shubija gdida. Msida, Malta: Mireva.
75. Thomas, J.E. (1991). Innocence and after: Radicalism in the 1970s. In S. Westwood & J.E. Thomas (Eds.), Radical agendas? The politics of adult education. Leicester, UK: NIACE.
76. Tonkovic, S. (1985). Education for self-management. In N. Soljan, M. Golubovic, & A. Krajnc (Eds.), Adult education in Yugoslav society. Zagreb, Croatia: Andragoski Centar.
77. Usher, R., & Edwards, R. (1994). Postmodernism and education: Different voices, different worlds. London: Routledge.
78. Usher, R., Bryant, I., & Johnston, R. (1997). Adult education and the postmodern challenge: Learning beyond the limits. London: Routledge.
79. Vanek, J. (1977). Education and the practice of self management. In Democracy in the workplace. Washington, DC: Strongforce.
80. Walters, S. (Ed.). (1997). Globalization, adult education & training—Impacts and issues. London: Zed Books.
81. Welton, M. (1993). Social revolutionary learning: The new social movements as learning sites. Adult Education Quarterly, 43(3), 152-164.
82. Westwood, S. (1991). Constructing the Other: A postmodern agenda for adult education. In S. Westwood & J.E. Thomas (Eds.), Radical agendas? The politics of adult education. Leicester, UK: NIACE.
83. Zammit, E. (1995-1996). Worker participation and employee empowerment: A comparative study of two enterprises in Malta. Economic and Social Studies, 7, 1-17.