Announcing the Inaugural Middle East Studies Pedagogy Initiative (MESPI) Newsletter

Announcing the Inaugural Middle East Studies Pedagogy Initiative (MESPI) Newsletter

Announcing the Inaugural Middle East Studies Pedagogy Initiative (MESPI) Newsletter

By : Middle East Studies Pedagogy Initiative (MESPI)

We are happy to announce the first issue of the MESPI Newsletter, featuring articles, interviews, updates on our field, pedagogic news, and more. Should you be interested in contributing to the newsletter, please email us at newsletter@mespi.org.

The Middle East Studies Pedagogy Initiative (MESPI) is a curated interactive platform for Middle East studies resources, specifically tailored for the needs of teachers, researchers, and students. It is a one-stop-shop for course design on the macro level, lesson planning on the micro level, and for scholarship vis-a-vis specific topics, countries, and disciplines. The MESPI project strives to reorient the way educators and students research, learn, and teach the Middle East. For more information, visit www.MESPI.org.


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  • ALSO BY THIS AUTHOR

    • Peer-Reviewed Articles Review: Spring 2022 (Part III)

      Peer-Reviewed Articles Review: Spring 2022 (Part III)

      The Middle East Studies Pedagogy Initiative (MESPI) brings you the twentieth in a series of “Peer-Reviewed Article Reviews” in which we present a collection of journals and their articles concerned with the Middle East and Arab world. This series will be published seasonally. Each issue will comprise three-to-four parts, depending on the number of articles included.

    • Gaza in Peer-Reviewed Articles (2005-2021)

      Gaza in Peer-Reviewed Articles (2005-2021)

      The Middle East Studies Pedagogy Initiative (MESPI) brings you this bouquet of pieces including peer-reviewed articles on Gaza. These items in our database were published in peer-reviewed academic journals for the years 2005-2021.

    • Edward Said in Peer-Reviewed Academic Journals (1979-2021)

      Edward Said in Peer-Reviewed Academic Journals (1979-2021)

      The Middle East Studies Pedagogy Initiative (MESPI) brings you this bouquet of pieces, including peer-reviewed articles, on, or by, Edward Said. These items in our database were published in peer-reviewed academic journals for the years 1979-2021. For more bouquets, visit www.mespi.org.


Inaugural Issue of Journal on Postcolonial Directions in Education

Postcolonial Directions in Education is a peer-reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contriute to advancing the field. As indicated in the editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and "imagination" of empire, the impact of neoliberalism/globalization/structural adjustment programs on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neocolonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, indigenous knowledges, supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, cultural hybridity and learning  in  postcolonial contexts, education and the politics of dislocation, biographies or autobiographies reflecting the above themes, and deconstruction of colonial narratives of civilization within educational contexts. Once again, the field cannot be exhausted.

Table of Contents

  • Furthering the Discourse in Postcolonial Education, by Anne Hickling Hudson & Peter Mayo
  • Resisting the Inner Plantation: Decolonization and the Practice of Education in the Work of Eric Williams, by Jennifer Lavia
  • Neocolonialism, Higher Education and Student Union Activism in Zimbabwe, by Munyaradzi Hwami & Dip Kapoor
  • Reframing Anti-Colonial Theory for the Diasporic Context, by Marlon Simmons & George Dei 
  • Review of The Politics of Postcolonialism: Empire, Nation and Resistance, by Tejwant Chana
  • Review of Actionable Postcolonial Theory in Education, by Joseph Zanoni
  • AERA Postcolonial Studies and Education SIG: Business Meeting, by Joseph Zanoni 

[Click here to access the articles of the issue.]