Alexander J. Means – författare

Empire is in a state of emergency. A global pandemic and an ongoing secular crisis of capitalism, ecological instability, racism and ethnic conflict, geopolitical tensions, and specters of war all haunt the global order. Education preforms a key role in producing the subjective capacities that nourish Empire within its current neoliberal form. Simultaneously, education and pedagogy contain creative elements, presenting an immanent surplus that always exceeds incorporation. Empire and Education builds on the influential work of Michael Hardt and Antonio Negri to examine the role of education and pedagogy in the making and unmaking of Empire within our historical conjuncture. The essays included in the book, which include an interview with Michael Hardt, mobilize concepts of biopolitics, swarm intelligence, revolution, love, stupidity, the body, multitude, networked solidarity, and the common to imagine pedagogical possibilities for collective life beyond Empire. This book was originally published as a special issue of the journal Educational Philosophy and Theory.

Empire is in a state of emergency. A global pandemic and an ongoing secular crisis of capitalism, ecological instability, racism and ethnic conflict, geopolitical tensions, and specters of war all haunt the global order. Education preforms a key role in producing the subjective capacities that nourish Empire within its current neoliberal form. Simultaneously, education and pedagogy contain creative elements, presenting an immanent surplus that always exceeds incorporation. Empire and Education builds on the influential work of Michael Hardt and Antonio Negri to examine the role of education and pedagogy in the making and unmaking of Empire within our historical conjuncture. The essays included in the book, which include an interview with Michael Hardt, mobilize concepts of biopolitics, swarm intelligence, revolution, love, stupidity, the body, multitude, networked solidarity, and the common to imagine pedagogical possibilities for collective life beyond Empire. This book was originally published as a special issue of the journal Educational Philosophy and Theory.

The Wiley Handbook of Global Educational Reform examines educational reform from a global perspective. Comprised of approximately 25 original and specially commissioned essays, which together interrogate educational reform from a critical global and transnational perspective, this volume explores a range of topics and themes that fully investigate global convergences in educational reform policies, ideologies, and practices.

The Handbook probes the history, ideology, organization, and institutional foundations of global educational reform movements; actors, institutions, and agendas; and local, national, and global education reform trends. It further examines the “new managerialism” in global educational reform, including the standardization of national systems of educational governance, curriculum, teaching, and learning through the rise of new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models. Finally, it takes on the subjective and intersubjective experiential dimensions of the new educational reforms and alternative paths for educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, and equality.

The Wiley Handbook of Global Educational Reform will be of great interest to scholars and graduate students of education throughout the world as well as the policy makers who can institute change.

The Wiley Handbook of Global Educational Reform examines educational reform from a global perspective. Comprised of approximately 25 original and specially commissioned essays, which together interrogate educational reform from a critical global and transnational perspective, this volume explores a range of topics and themes that fully investigate global convergences in educational reform policies, ideologies, and practices.

The Handbook probes the history, ideology, organization, and institutional foundations of global educational reform movements; actors, institutions, and agendas; and local, national, and global education reform trends. It further examines the “new managerialism” in global educational reform, including the standardization of national systems of educational governance, curriculum, teaching, and learning through the rise of new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models. Finally, it takes on the subjective and intersubjective experiential dimensions of the new educational reforms and alternative paths for educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, and equality.

The Wiley Handbook of Global Educational Reform will be of great interest to scholars and graduate students of education throughout the world as well as the policy makers who can institute change.

Toward a New Common School Movement is a bold and urgent call to action.The authors argue that corporate school reform in the United States represents a failed project subverted by profiteering, corruption, and educational inequalities.Toward a New Common School Movement suggests that educational privatization and austerity are not simply bad policies but represent a broader redistribution of control over social life-that is, the enclosure of the global commons. This condition requires far more than a liberal defense of public schooling. It requires recovering elements of the radical progressive educational tradition while generating a new language of the common suitable to the unique challenges of the global era. Toward a New Common School Movement traces the history of struggles over public schooling in the United States and provides a set of ethical principles for enacting the commons in educational policy, finance, labor, curriculum, and pedagogy. Ultimately, it argues for global educational struggles in common for a just and sustainable future beyond the crises of neoliberalism and predatory capitalism.

Toward a New Common School Movement is a bold and urgent call to action.The authors argue that corporate school reform in the United States represents a failed project subverted by profiteering, corruption, and educational inequalities.Toward a New Common School Movement suggests that educational privatization and austerity are not simply bad policies but represent a broader redistribution of control over social life-that is, the enclosure of the global commons. This condition requires far more than a liberal defense of public schooling. It requires recovering elements of the radical progressive educational tradition while generating a new language of the common suitable to the unique challenges of the global era. Toward a New Common School Movement traces the history of struggles over public schooling in the United States and provides a set of ethical principles for enacting the commons in educational policy, finance, labor, curriculum, and pedagogy. Ultimately, it argues for global educational struggles in common for a just and sustainable future beyond the crises of neoliberalism and predatory capitalism.

This book examines the challenge of accelerating automation, and argues that countering and adapting to this challenge requires new methodological, philosophical, scientific, sociological, economic, ethical, and political perspectives that fundamentally rethink the categories of work and education. What is required is political will and social vision to respond to the question: What is the role of education in a digital age characterized by potential mass technological unemployment?

Today’s technologies are beginning to cost more jobs than they create – and this trend will continue. There have been many proposed solutions to this problem, and they invariably involve an educational vision. Yet, in a world that simply doesn’t offer enough work for everyone, education is clearly not a panacea for technological unemployment.

This collection presents responses to this question from a wide spectrum of disciplines, including but not limited to education studies, philosophy,history, politics, sociology, psychology, and economics.