This paper revisits the main thoughts of the Filipino historian and social critic Renato Constantino on the role of education in the formation of a neocolonial and postcolonial consciousness. It suggests that Constantino's critical stance towards education embodies a type of philosophizing about education that centers on the problematization of…

Post-colonial Hong Kong is an officially trilingual city with significant numbers of residents speaking English, Cantonese, Mandarin, or some combination of all three. Competency in these languages is promoted through educational policies and practices at all levels of schooling. Using concepts from the Deweyan framework of democracy and…

This paper sets out to answer two questions by characterizing and deconstructing Alan Davies's seminal views and concepts -- especially his ostensive views and his native speakerism -- within the context of applied linguistics. Arguing that these are some of Davies's seminal views and concepts, it offers a philosophical framing of his ostensive…

In Ireland primary RE is a fractured, contested, complex and changing territory devoid of a common language and characterised by a proliferation of syllabi and curricula generated for increasingly diverse school types. For centuries the dynamic decolonising process has led to a questioning of former orthodoxies and an attempted de-linking of the…

The possibility of individual (istic) identity formation is explored within a context of a synergistic and communal support system. Within this context, the intrinsic complexities of the African child who enters the academia with a multiplicity of epistemic identity contestations are simultaneously explored. The ensuing alienation resulting from…