About the Book
Although the concept of «development education» has been widely adopted, the term is still not widely understood. With the advent of globalization, the knowledge economy, and, in particular, the formulation of the World Bank’s «knowledge for development» strategy and the UNDP’s «creative economy», development issues have become a central part of education and education has become central to development. It is time to reassess the standard development education paradigm and to investigate the possibilities that take into account emerging trends. The New Development Paradigm, written by international authorities, focuses on three related themes: education, the knowledge economy and openness; social networking, new media and social entrepreneurship in education; and technology, innovation and participatory networks.
Table of Contents:
Contents: Michael A. Peters/Tina (A.C.) Besley/Daniel Araya: Introduction: The New Development Paradigm: Education, Knowledge Economy, and Digital Futures – Daniel Araya: Education as Transformation: Post-Industrialization and the Challenge of Continuous Innovation – Jonathan Beller: Advertisarial Relations and Aesthetics of Survival – Axel Bruns: Beyond the Producer/Consumer Divide: Key Principles of Produsage and Opportunities of Innovation – Ergin Bulut: Labor, Aesthetics, and Cultural Studies in the Age of Digital Capitalism – Fernando A. Hernandez/Kevin D. Franklin/Judith Washburn/Alan B. Craig/Simon J. Appleford: Education in the Age of Extreme Digital Exploration, Discovery, and Innovation – Francis Heylighen/Iavor Kostov/Mixel Kiemen: Mobilization Systems: Technologies for Motivating and Coordinating Human Action – Lauren Smith/Bernard McKenna/David Rooney: Reconceptualizing Business Education for Knowledge Work: Comparing Corporate Cults and Highly Effective Organizations – Peter Murphy: Beautiful Minds and Ugly Buildings: Object Creation, Digital Production, and the Research University - Reflections on the Aesthetic Ecology of the Mind – Harry Torrance: Open Learning, Open Assessment? Learning, Assessment, and Certification in a Global Education Competition – Leonard J. Waks: Web 2.0 and the Transformation of Education – Yong Zhao: Mass Localism – Michael A. Peters/Peter Fitzsimons: Digital Technologies in the Age of YouTube: Electronic Textualities, the Virtual Revolution, and the Democratization of Knowledge – Michelle Selinger/Richard E.J. Jones: A New Blend of Learning and the Role of Video – Ronald Barnett: Toward the Multi-Vocal University – Michael A. Peters: Postscript: Open Development, Creative Development, and Digital Future.
About the Author :
Michael A. Peters is Professor of Education at Waikato University, New Zealand and Emeritus Professor at the University of Illinois at Urbana-Champaign. He is Executive Editor of Educational Philosophy and Theory, Policy Futures in Education, E-Learning & Digital Media and Knowledge Cultures, and is a Fellow of the Royal Society (New Zealand). His most recent books include Obama and the End of the American Dream (2012) and Education, Philosophy and Politics: Selected Works (2012).
Tina Besley is Professor of Education at Waikato University, New Zealand and Adjunct Professor at the University of Illinois at Urbana-Champaign. Her four books on Michel Foucault have been critically acclaimed. In 2009, her Subjectivity and Truth: Foucault, Education and the Culture of Self (Peter Lang, 2007), co-authored with Michael A. Peters, was awarded the American Educational Studies Association Critic’s Choice Award.
Daniel Araya is a Research Fellow at the Institute for Computing in the Humanities, Arts and Social Sciences at the National Center for Supercomputing Applications. He is also a Research Associate with the Digital Media and Learning Research Hub at the University of California, and a Research Affiliate with the Martin Prosperity Institute at the University of Toronto. His newest books include: Smart Cities as Democratic Ecologies (2014), Higher Education in the Global Age (with Peter Marber, 2013), and Education in the Creative Economy (with Michael A. Peters, Peter Lang, 2010).
Review :
"'The New Development Paradigm' is a fresh, innovative and necessary collection of articles exploring the connection between education, modernity and modes of creativity that might inform the new digital age. Peters, Besley and Araya provide an excellent set of chapters on the need to make education more open, rethink the modernist notion of rationality and adopt projects and learning strategies that are responsive to a new understanding of both the critical agents necessary for a global democracy and the formative cultures that are necessary for it to exist. This is a stunning book that every educator and student should own and read." (Henry Giroux, Global Television Network Chair and Professor of English and Cultural Studies, McMaster University) "Here is a book that is finally tackling the general trends towards openness, participation and sharing, and the ways in which these new trends are affecting individual and social learning as well as business and social innovation and development. This book of in-depth essays tackles these interconnected issues head on and inquires into the shape of an emerging integrative eco-system that is taking advantage of all the recent social innovation to give new hope to the perennial movements for social empowerment." (Michel Bauwens, Founder, Peer to Peer Foundation) "This book provides probing and insightful perspectives on education and development in the digital age. It avoids both the exaggerated optimism and the unhelpfully dismissive pessimism often associated with talk of knowledge societies and economies. Peters, Besley and Araya have assembled an eclectic set of essays with a strong international cast of contributing authors who draw on aesthetics, cultural studies and political economy to address key questions relating to creativity, openness and communication in 21st-century education." (Peter Roberts, University of Canterbury, New Zealand) "Developments in information and communication technologies and the creation of cyberinfrastructures are dramatically transforming the production and dissemination of knowledge, creating the conditions of possibility for new modalities of teaching and learning. Open learning, open innovation, e-learning, cyberlearning, user-generated and user-created media, etc., provide opportunities today for more integrated, participatory networks of critical citizenship. Facebook, LinkedIn, Flickr, Second Life, World of Warcraft, Wikipedia, Ning, and YouTube and Peer-to-Peer networks are heralding a new age in which the rhizomatic network is replacing the isolated individual as the main unit of analysis, expanding potentialities to bring about new ecologies of participation and meaning-making and perhaps even a new digital socialism for the 21st century. 'The New Development Paradigm' is at the cutting edge of scholarship attempting to guide educators through the new digital age." (Peter McLaren, Professor, Graduate School of Education and Information Studies, UCLA, and Distinguished Fellow in Critical Studies, Chapman University)
