Current Issue

Year 2019 — Volume 13 — Issue 25

decolonizing syntax: an indigenous dissertation Pages: 1-14

abstract this article highlights and discusses the protocols/processes followed in pursuing a doctoral dissertation that broke with the traditional tone and conventions of english academic writing while decolonizing its syntax using examples from his own culture and language the author privileges indigenous knowledge that illustrates the limitations of current thought about academic freedom from abstracts international to a university research ethics board there is much work to be done in opening up freedom of expression when it comes to the english language the positive news comes from the dissertation usage statistics that shows a worldwide interest Dr. Patrick STEWART v13251

Impact Of British Colonialism On The Education System In Bangladesh Pages: 15-22

Abstract This paper contextualizes the problem of the colonial legacy of British rule over India to some of the current problems Bangladesh is facing in its education, management and corruption issues. It looks to highlight these issues from a management, organization theory, epistemological and educational perspective. Dr. Meinhaj HOSSAIN v13252

Trusting Children: Lifelong Learning And Autonomy Within The Unschooling Movement Pages: 23-40

Abstract The purpose of this article is to explore the concept of autonomy in the context of education and analyse the complex features of unschooling, a particular movement within the home- based education paradigm. This study will aim to link the significance of autonomy and unschooling and place them within the wider discourse of contemporary lifelong learning (LLL) theories. Under the tenets of humanistic education theories that underline self-driven and intrinsic motivations for learning, this article will highlight the unschooling movement as an example of a subaltern pedagogical approach that is deeply rooted in institutional and ideological autonomy. More importantly, this study intends to challenge the way LLL is conceptualised and propel the international discourse surrounding it beyond the boundaries of institutional education. Lorena SÁNCHEZ TYSON v13253

The Salt Of Ignorance: Education And The Wounded Child Pages: 41-59

Abstract Childhood trauma has widespread implications on individuals across the length of a lifetime, impacting physical, mental, and emotional health. The author uses narrative to explore the past schooling experiences of an educator in public education, who was being abused at home throughout childhood. Through past-to-present storytelling, the author examines the ways in which practices and policies within public education systems have had, and may continue to have negative impacts on students living with complex (childhood) trauma. The author draws upon the work of Dr. Bruce Perry and Maia Szalavitz and their "The Boy Who was Raised as a Dog And Other Stories from a Child Psychiatrist’s Notebook, emphasizing their research in relational health and connectedness to support the healing of children with complex trauma. She considers the challenges in creating authentic, healing spaces in mainstream schools for traumatized students, and how the embodiment of holistic education values, beliefs, and practices can offer the love and nurturance needed to support the healing of children living with trauma. Kaley RECOSKIE v13254  

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