Lesley Farrell – författare

The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers. Including perspectives from the US, UK, Canada, Australia, Africa, Eastern Europe, Central Asia, South America, India and South Africa, the 2007 volume is split into four clear sections covering key topics, such as:the current global context when all work, even local, is influenced by global economic activity workers are expected to engage in lifelong learning but also be mobile and deal with rapidly changing working knowledge work related education must prepare workers for the global economy and specific contexts, where governments attract global companies by promoting education and literate workforceshow the responsibility for providing work-education is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individualsthe pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes.

The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers. Including perspectives from the US, UK, Canada, Australia, Africa, Eastern Europe, Central Asia, South America, India and South Africa, the 2007 volume is split into four clear sections covering key topics, such as:the current global context when all work, even local, is influenced by global economic activity workers are expected to engage in lifelong learning but also be mobile and deal with rapidly changing working knowledge work related education must prepare workers for the global economy and specific contexts, where governments attract global companies by promoting education and literate workforceshow the responsibility for providing work-education is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individualsthe pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes.

How can educational research have more impact? What processes of knowledge exchange are most effective for increasing the uses of research results? How can research-produced knowledge be better ‘mobilized’ among users such as practicing educators, policy makers, and the public communities?These sorts of questions are commanding urgent attention in educational discourses and research policies now circulating around the world. This attention has been translated into powerful material exercises that shape what is considered to be worthwhile research and how research is funded, recognized, and assessed. Yet precisely what activities constitute effective knowledge mobilization, or even what is meant by ‘moving knowledge’, remains unclear. What politics are at play in determining knowledge ‘impact’ across radically different contexts? Who determines what counts as impact, and for what purposes? How are ‘results’ of educational research separated from its participants and processes? In addition knowledge mobilization also invokes debates about the languages through which knowledge is constructed, policy processes are enacted, and research unfolds. This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations. Leading scholars in Canada, the US, the UK, and Australia bring disciplinary perspectives from law, digital media studies, museum studies, journalism and policy-making as well as fields of education. Some speak from Anglo-‘Western’ perspectives but others such as Phan Le Ha (Vietnamese), Rui Yang (Chinese) and Dolores van der Wey (Haida/West Coat Salish First Nations) speak from Asian, Indigenous and diasporic locations.