Cathryn Teasley was a Plenary Speaker at the 2009 Conference.
Cathryn Teasley is Adjunct Professor of Curriculum, Instruction and School Organization at the University of A Coruña, Spain. Her work is focused on cross-cultural justice through education, and is reflected in publications such as Transnational perspectives in culture, policy, and education (Peter Lang, 2008), which she co-edited with Cameron McCarthy.
Cathryn Teasley’s paper Postcolonial Learning in Neocolonial Times has been published as part of The International Journal of Learning.
Abstract: By critically examining four broad dimensions of learning through the postcolonial lens, the aim with this study is to promote alternatives to today’s neoliberal variant on the technical-rational imaginary for learning. Such alternatives are meant to help learners of all ages, origins, and conditions, but especially those belonging to identity groups who regularly experience one or more forms of discrimination, inequality, and injustice, to identify neocolonial cultural and economic dynamics so that they might create a cross-cultural common ground from which to resist such oppression, as a means of empowering and perhaps even emancipating themselves from its damaging effects.
Dr. Denise Newfield’s paper, Pippa’s Song: Multimodality and Pedagogic Praxis, commemorates the contribution of Pippa Stein, professor of language education at the University of the Witwatersrand, Johannesburg from 1981 to 2008.
Professor Stein was a much beloved and respected teacher, academic and researcher, a founder member of the Africa Research Network, a member of the international advisory committee of the Learning Conference, and of the editorial boards of numerous academic journals. Her untimely death in August 2008 is mourned by the international academic community.
It is my purpose today to pay tribute to her work in multimodal pedagogies and in democratic education by providing a critical assessment of it.
We are pleased to announce that The International Journal of Learning has been accepted for inclusion in Scopus.
Scopus is Elsevier’s abstract and citation database; one of the largest in the world.
We are now in final production for The International Journal of Learning, Volume 15, Number 12. This issue will be published shortly and will be available in the online bookstore.
Announcing Vicki Adele Pascoe and Kylie Radel of Central Queensland University, Queensland, Australia as winners of the 2008 International Journal of Learning Award for Excellence, for their paper “What are Nice Guys Like them doing in a Place Like that?”: Education Journeys from Australian Indigenous Students in Custody.
Indigenous Australians have been the subject of long-term disadvantage and discrimination. They are “nearly 16 times more likely to be imprisoned than non-Indigenous people” (Council of Social Service of New South Wales, 2006, p. 1). Just over one third of Indigenous prisoners have completed primary education as compared to just 16% of non-Indigenous prisoners (Rawnsley, 2003, p. 19). The majority of Indigenous people in custody have little opportunity to intervene in the offending cycle because they lack the education tools. Since 2000 our university has offered a Tertiary Entry Program (TEP) specifically designed for Australian Indigenous people who wish to gain the necessary skills for successful university study. More …
