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Globalization is one of the most significant developments of our time. But what distinguishes the present era from "golden" periods of empire building in past? Which elements of contemporary globalization and forms of autonomy are particularly novel and which are merely continuations of long-standing historical trends?
To address these questions, Empires and Autonomy brings together a distinguished group of scholars who explore particular historical moments that involved either the establishment or protection of autonomy. These global encounters inevitably involved friction, and the contributors examine the dialectic between globalization and autonomy at historical junctures that range in time from the Chinese occupation of Tibet in 1720 to the meeting between Ronald Reagan and Mikhail Gorbachev in 1986 that led to the end of the Cold War. By examining these uniquely telling moments in the history of globalization and autonomy, this innovative collection provides novel insights into changes that are overtaking our contemporary world.
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Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism.
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Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism.
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