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Simone Galea
University of Malta
  1.  44
    Iris Marion Young's Imaginations of Gift Giving: Some Implications for the Teacher and the Student.Simone Galea - 2006 - Educational Philosophy and Theory 38 (1):83-92.
    The paper discusses Iris Marion Young's idea of asymmetric reciprocity that rethinks typical understandings of gift giving. Iris Marion Young's proposals for asymmetric ethical relationships have important implications for democratic contexts that seek to take differences seriously. Imagining oneself in the place of the other or expecting from the other what one expects from oneself levels out differences between people and hinders possibilities of interaction. The conditions of asymmetry and reciprocity of Iris Marion Young's communicative ethics, as well as that (...)
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  2. Reflecting Reflective Practice.Simone Galea - 2012 - Educational Philosophy and Theory 44 (3):245-258.
    This paper demystifies reflective practice on teaching by focusing on the idea of reflection itself and how it has been conceived by two philosophers, Plato and Irigaray. It argues that reflective practice has become a standardized method of defining the teacher in teacher education and teacher accreditation systems. It explores how practices of reflection themselves can suggest ways out of dictated pathways of reflection in teaching. Drawing on Luce Irigaray's and Plato's ideas on reflection, the paper includes a critical overview (...)
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  3.  13
    Migrating Narratives: Pedagogical Possibilities for Relating Difference.Simone Galea - 2012 - Ethics and Education 7 (3):225-236.
    . Migrating narratives: pedagogical possibilities for relating difference. Ethics and Education: Vol. 7, Creating spaces, pp. 225-236. doi: 10.1080/17449642.2013.766539.
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  4.  29
    A Place Called Home. Women and Philosophy of Education.Simone Galea - 2017 - Educational Philosophy and Theory:1-7.
    This paper argues for the active participation of women in philosophy of education and the importance of their sexually differentiated positions in pluralising knowledge. Drawing on the philosophical work of Luce Irigaray it explains how the feminine as other, has been symbolised as a dark epistemological cave from which those seeking universal truths ought to escape. Within such phallogo-centric systems of knowledge, women’s thoughts have been excluded from philosophy, and the feminine became un-representable as philosophical. This scenario raises important political (...)
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  5. Face to Face with Emanuela. Reflections on the Uses of the Memoir in Exploring the Life Story of a Ninteenth Century Woman Teacher.Simone Galea - 2006 - Mediterranean Journal of Educational Research 11 (2):35-51.
     
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  6. Teachers as Mothers. Practices of Subversion.Simone Galea - 2005 - Journal of Maltese Education Research 3 (1):14-47.
  7. Can the Migrant Speak? Voicing Myself Voicing the Other.Simone Galea - 2008 - Malta Review of Educational Research 6 (1).
  8.  9
    A Place Called Home. Women and Philosophy of Education.Simone Galea - 2019 - Educational Philosophy and Theory 51 (7):702-708.
    This paper argues for the active participation of women in philosophy of education and the importance of their sexually differentiated positions in pluralising knowledge. Drawing on the philosophical work of Luce Irigaray it explains how the feminine as other, has been symbolised as a dark epistemological cave from which those seeking universal truths ought to escape. Within such phallogo-centric systems of knowledge, women’s thoughts have been excluded from philosophy, and the feminine became un-representable as philosophical. This scenario raises important political (...)
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