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Edited by Cushla Kapitzke and Michael A. Peters

Knowledge is about cultural power. Considering that it is both resource and product within the brave new world of fast capitalism, this collection argues for knowledge cultures that are mutually engaged and hence more culturally inclusive and socially productive. Globalized intellectual property regimes, the privatization of information, and their counterpoint, the information and creative commons movements, constitute productive sites for the exploration of epistemologies that talk with each other rather than at and past each other. Global Knowledge Cultures provides a collection of accessible essays by some of the world’s leading legal scholars, new media analysts, techno activists, library professionals, educators and philosophers. Issues canvassed by the authors include the ownership of knowledge, open content licensing, knowledge policy, the common-wealth of learning, transnational cultural governance, and information futures. Together, they call for sustained intercultural dialogue for more ethical knowledge cultures within contexts of fast knowledge capitalism.

Edited by Devorah Kalekin-Fishman and Pirkko Pitkänen

Conventional thinking maintains that people can belong to only one society and can be loyal to only one nation-state. In a world with rising rates of trans-national migration, however, the possibility of participation, belonging, and loyalty to more than one state is ever more evident. This has led to a rethinking of the notion of nation-based citizenship and increased tolerance toward holding citizenship in more than one country. In practice, over half of the world’s nation-states currently recognize some form of dual citizenship or dual nationality. This book focuses on clarifying and comparing how the rules of acquisition, maintenance, and revocation of dual citizenship have been modified and justified in eight states associated with the European Union: Estonia, Finland, France, Germany, Greece, Israel, Portugal, and the United Kingdom. The main question is: How have the rules of attribution, loss and/or acquisition of dual citizenship been modified and justified in these eight states? Viewed in the context of international covenants, legislation regarding dual and multiple citizenship is analyzed in terms of how it is made tangible in juridical, social, cultural, and educational domains.

Series:

Peter McLaren and Nathalia Jaramillo

ONE OF THE FIRST EDUCATIONAL BOOKS TO CHALLENGE THE BUSH REGIME’s WAR ON TERROR, ITS EDUCATIONAL POLICY, ITS FOREIGN POLICY AND ITS ASSAULT ON THE POOR
Written by two leading international exponents of critical pedagogy, this book is a pioneering attempt to create a Marxist humanist and feminist pedagogy for the new century. Critical pedagogy is discussed as an important revolutionary act in bringing about a socialist future.
In their conclusion, McLaren and Jaramillo cite an observation made by Arundhati Roy (2004) who insists that "there is no discussion taking place in the world today that is more crucial than the debate about strategies of resistance" (p. 195). McLaren and Jaramillo have clearly contributed to such a conversation with Pedagogy and Praxis in the Age of Empire and their work must be understood as a relevant component in that ongoing dialogue. Moreover, they have been courageous enough to remind us (following Roy) that if we believe democracy should be something more than the "free world’s whore, " something more than "Empire’s euphemism for neoliberal capitalism" (Roy, 2004, p. 54, 56), we can no longer afford to remain indifferent to the horror and savagery unleashed by capitalism’s barbaric machinations.
. . . We believe that McLaren and Jaramillo have introduced in PPAE an important and highly productive framework that can help lay the groundwork for expanding human relationships with nature, or, for beginning to ask questions such as who or what should be considered democratic participants. Valerie Scatamburlo-D'Annibale, Ghada Chehade, Richard Kahn, Clayton Pierce and Sheila L. MacrineJCEPS: Vol. 5 No. 2 (November 2007)
Perhaps this book is more than just a symbolic warning, since what has transpired during the past decade, perhaps longer, is a reversal in true social justice, often accompanied by blatant denial to the children of the lesser gods of everything that makes up human dignity. Ben Tanosborn http: //www. mwcnews. net/content/view/1696
Critical pedagogy reveals the social relations and institutional structures that mediate how educators approach the concept of curriculum, design, evaluation, and classroom instruction, in order to help students locate their agency so that they can act more coherently as individuals growing up in social conditions not of their own making. As McLaren and Jaramillo see it, a critical pedagogy against capitalism, empire, and imperialism is a pedagogy that works in the interests of working people, empowerment, and democracy. It is a pedagogy for socialism. Andrew Michael Lee, Socialism and Democracy, 2008

Postgraduate Programmes as Platform

A Research-led Approach

Edited by Jacqueline van Swet, Petra Ponte and Ben Smit

Typical of postgraduate courses for experienced teachers is the wealth of professional experience that the students bring with them. Such students can examine their own practice, for which they are fully responsible. Postgraduate programmes are, therefore, challenged to create a flexible and research-led infrastructure that can respond to developments in the educational field and relate these developments to educational, philosophical, conceptual, and moral issues. Through the creation of a platform for such activities, the professional development of postgraduate students can be enriched. Authors from diverse backgrounds address important aspects of the platform, such as the relation between tutors and students; teachers’ professional identity; the voice of pupils; the characteristics of teachers’ workplace of the participating professionals; the relationship between action research and teacher leadership. This book offers inspiring and thought-provoking ideas to all involved in postgraduate programmes in teacher education: teacher educators, policy-makers, researchers, administrators, and schools collaborating with staff of postgraduate courses and their students. The book is an initiative of the Research Group ‘Interactive Professionalism and Knowledge Development’ at Fontys University of Applied Sciences, Department of Inclusive and Special Education, The Netherlands.

Edutopias

New Utopian Thinking in Education

Series:

Edited by Michael A. Peters and John Freeman-Moir

Education has always been part of the search for the ideal society and, therefore, an important part of the utopian tradition in Western culture, politics and literature. Education has often served to define the ideal society or to provide the principal means of creating it. This unique collection of essays by well known scholars from around the world examines the role of edutopias in the utopian tradition, examining its sources and sites as a means for understanding the aims and purposes of education, for realizing its societal value, and for criticizing its present economic, technological and organizational modes. These essays will stimulate new thinking in ways that impinge on both theoretical and practical questions, as well as offering the reader a series of reminders of the ethical and political dimensions of education and its place in helping to build good and just societies. The collection is aimed at an audience of teachers and graduate students, although it will also be of interest to administrators, policy-makers and the general public interested in utopian thinking and its relation to education.

Politics, Bildung and Social Justice

Perspectives for a Democratic Society

Series:

Heinz Sünker

When the future of mankind is at stake the question of Bildung has to be brought to the fore. Because Bildung, a term which has no equivalent in English is dealing with the foundations of emancipation and liberation in both meanings an individual and a societal one.
Bildung aims at maturity, reflexivity, social judgment, aesthetic and political consciousness and competence of action.
The book analyses the different traditions and approaches relevant for the development of the question of conceptualizing Bildung.
Especially the emphasis on ‘maturity’; political consciousness’ and ‘competence of action’ is a useful one when dealing with the democratic tradition as the alternative to contemporary attemps of neoliberalism leading to the rule of economy and the decline of the public.
The western marxist reading of Bildung in this book shows possibilities of renewing democracy and democratic lives in line with core elements of Bildung including autonomy, self-determination and social regulation. Corrresponding with Critical Theory, especially the work of Th. W. Adorno, Bildungs is seen as the tool to defend democracy.
The book is intended for graduate students and academics in educational theory, critical pedagogy, politics, sociology and philosophy.

Twenty-first Century Schools

Knowledge, Networks and New Economies

Series:

Gerard MacDonald and David Hursh

Contemporary school systems are not working well. Educational solutions abound, but the problems remain. This is because our school systems are not primarily concerned with education. Their driving forces are political and economic. Any systemic solution to schooling’s current difficulties will start with politics; not, in any conventional sense, with education. Twenty-first Century Schools traces the extension of political control over Britain’s school system and, through US case studies, looks at alternative methods of organisation. The authors argue that Anglo-American school systems provide a good education for a small minority and, to the majority, offer inadequate schooling. Though this has always been inequitable it may, in the past, have been economically efficient, at least from the viewpoint of the state. If that was once true for mercantile and industrial economies, it is not true now. The knowledge economies toward which the UK and US are moving demand a continuing ability to learn, and to innovate, right across the workforce. Our time-honoured tradition of anachronistic curricula, didactically taught, does not develop these qualities. For those reasons the current Anglo-American drive to entrench unequal educational opportunity is at once economically, politically and socially misconceived.
From these premises, Twenty-first Century Schools goes on to outline the political and educational changes needed to shape school systems which are socially and economically adapted to the new century.