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Edited by Michael A. Peters and Rodrigo G. Britez

The essays in this edited collection reflect on the nature of open education resources, where the question on openness for education emerges. What is remarkable today are the ways that teachers and institutions now begin to form part of the processes of global exchange and production of a network of global educational commons. The question about the significance of this development, their limits and the consequences for practitioners and institutions from the perspective of teachers is extremely complex. For example, the policy agenda of institutions, states, and international organizations related to the regulation of new technologies facilitates the existence and viability of those resources. This has consequences for the ways that those resources are used and produced by educators. Contributors to this collection, each on their own way, argue that Open Education involves a commitment to openness and is therefore inevitably a political and social project. This books ends with a challenge for those engaged in exploring the potential impacts and possibilities of open education initiatives. The open education paradigm and its consequences for educators and learners speak of an uneven geography where the access to technological infrastructure does not necessarily imply freedom or openness. In those instances, openness in education related to open education initiatives requires an engagement in research about the ways in which policy, cultural, digital and educational environments facilitate a political commitment to open systems of knowledge production and distribution. One thing is sure, as the essays in this book demonstrated so clearly, these developments promise an implicit paradigm of openness and democratic collaboration in education that remains to be realized.

Series:

Edited by Klas Roth and Nicholas C. Burbules

This book offers an examination into the meanings of citizenship in the contemporary world, and trends that are forcing a rethinking of the concept in today’s nation-states. These changing meanings, in turn, give rise to new understandings of, and approaches to, citizenship education. The underlying values of participation, deliberation, and loyalty or patriotism that define different notions of citizenship are under strain in a world increasingly defined by global processes, by the rise of transnational or supranational institutions, and by interconnections that bring different cultures and value systems into closer contact with each other.
What does this new citizen look like? What does this new citizen need to know, or need to be able to do? To whom, and to what, is this new citizen loyal? One way to think about this new citizen is as a cosmopolitan”, a citizen of the world more than of any particular nation-state; another way to think about it is in terms of different kinds or levels of affiliation, existing simultaneously (to nation and to regional alliance, such as the European Union, for example). These conditions of citizenship, and of citizenship education, are rapidly changing and diverse - and in some instances they come into conflict.
This collection of essays an outstanding international group of scholars examines the tensions between national, transnational, and postnational conceptions of citizenship, brought back always to the grounded question of citizenship education and how to go about it. The authors illuminate the complexity and subtlety of these issues, and offer helpful guidance for rethinking the meanings and values that inform our educational endeavours.

Edited by Ruud van der Veen, Danny Wildemeersch, Janet Youngblood and Victoria Marsick

"Education and learning for democracy take place in a wide variety of contexts worldwide. Traditionally, children are prepared to become responsible citizens in families and schools. In non-formal settings and in their lived experience, adults engage in democratic practices. Some people are active members of political parties or trade unions; others take responsibilities in associations of civil society. Still others engage in participatory practices in labor organizations. New practices and understandings of learning for democracy are often attempts to deal with transformations taking place in the contexts in which people operate. They experience the limits of representative democracy and try to enrich it with practices of direct democracy, thereby creating new learning opportunities for the participants involved. Theoretical aspects of learning in democratic practices are explored in Part I of this book. Part II describes examples of learning in political and social action, while Part III describes examples of democratic practices on the shop floor. Together the book delivers an introduction to the field of education for democracy for both social scientists and practitioners interested in ways to support the learning of democracy. Because of it comprehensive character, the book can be used also as a textbook in graduate and post-graduate courses."

Series:

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.

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.