Michael Peters - Böcker

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Troubling the Changing Paradigms is the fourth volume in the Educational Philosophy and Theory: Editor’s Choice series and represents a collection of texts that were selected as representations of the philosophy and pedagogy of early years, childhood and early childhood education. The philosophy of the early years is complex, and this book demonstrates how this fascinating subject can be interlinked with both the philosophy and history of education as being instrumental in shaping the child subject, childhoods and children’s educational futures. This book demonstrates the application of philosophical and theoretical perspectives that provide us with global and local narratives and understandings of children as subjects, and their subjectivities. The philosophical traditions offer new spaces in which to think about alternative childhoods, and contribute to an important analysis in which philosophy has the capacity to shape children’s lives and education, and to elevate the multiplicity of discourses around very young children and their education and care. Through the texts in this volume, the authors aim to find creative philosophical forms that are capable of interrupting, if not disrupting, traditional and, in some settings, perhaps more conventional discourses about children and their childhoods. These philosophical forms present productive ways that allow fresh conceptions of what is all too often an assumed set of subjectivities and experiences about very young children. Troubling the Changing Paradigms will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

To understand contemporary times, we must appreciate the extent to which our lives are affected by the cultural and political struggle between "official" narratives and the counternarratives which emerge as oppositional responses. Counternarratives develops a concept of "postmodern counternarratives" as a frame for exploring the politics of media, technology and education within everyday struggles for human identities and loyalties. The authors identify two forms of counternarratives. One functions as a critique of the modernist propensity for grand narratives. The second concept, which is the focus of the book, builds on the first; the idea of "little stories" addressing cultural and political opposition to the "official" narratives used to manipulate public consciousness. Each marks an important point of contestation within contemporary education and culture: curriculum, pedagogy, literacy, media representations and applications of new technologies.

To understand contemporary times, we must appreciate the extent to which our lives are affected by the cultural and political struggle between "official" narratives and the counternarratives which emerge as oppositional responses. Counternarratives develops a concept of "postmodern counternarratives" as a frame for exploring the politics of media, technology and education within everyday struggles for human identities and loyalties. The authors identify two forms of counternarratives. One functions as a critique of the modernist propensity for grand narratives. The second concept, which is the focus of the book, builds on the first; the idea of "little stories" addressing cultural and political opposition to the "official" narratives used to manipulate public consciousness. Each marks an important point of contestation within contemporary education and culture: curriculum, pedagogy, literacy, media representations and applications of new technologies.

Examining, in the widest sense, the changes in political philosophy that have occurred in Western capitalist states since the early 1980s, this book focuses on the introduction of neo-liberal principles in the combined area of social and education policy. New Zealand presents a paradigm example of the neo-liberal shift in political philosophy. From constituting the social laboratory of the Western world in the 1930s in terms of social welfare provision, New Zealand has become the neo-liberal experiment of the fully marketised society in the 1990s. Against the theoretical background of educational theory and practice, this book examines neo-liberalism and its critiques as responses to the so-called crisis of the welfare state and argues for a reformulated critical social policy in the postmodern condition. The conclusions about social policy drawn by the authors can be generalized to similar situations in other Western capitalist countries.

Examining, in the widest sense, the changes in political philosophy that have occurred in Western capitalist states since the early 1980s, this book focuses on the introduction of neo-liberal principles in the combined area of social and education policy. New Zealand presents a paradigm example of the neo-liberal shift in political philosophy. From constituting the social laboratory of the Western world in the 1930s in terms of social welfare provision, New Zealand has become the neo-liberal experiment of the fully marketised society in the 1990s. Against the theoretical background of educational theory and practice, this book examines neo-liberalism and its critiques as responses to the so-called crisis of the welfare state and argues for a reformulated critical social policy in the postmodern condition. The conclusions about social policy drawn by the authors can be generalized to similar situations in other Western capitalist countries.

The translation of Lyotard's work into English in 1984 marked an important stage in the globalization of the modernity/postmodernity debate involving the central thinkers of the late 20th century, Michel Foucault, Jurgen Habermas, Richard Rorty, and others. This collection of 10 essays brings together for the first time a number of contributions on Lyotard's work made by philosophers, educationalists, and sociologists in the English-speaking world around the special focus of education. The intent behind the essays from scholars in the United States, Canada, Australia, and New Zealand is to examine Lyotard's notion of the postmodern condition and its relevance and special significance for the field of education. Lyotard's work, first published in Paris in 1979, was important in that it developed a particularly original interpretation of the state of knowledge in the most highly developed societies, reviewing and synthesizing a wide range of material on contemporary science, the sociology of postindustrial society and studies of postmodern culture. Lyotard brought together diverse threads and separate literatures in a prophetic analysis that signalled an epochal break with the so-called modern era.

The poststructuralist critique of subject-centered reason is investigated, both historically and theoretically, against the background of the modernity/postmodernity and information society debates. Peters criticizes neoliberal constructions of the subject in education that rest heavily on the assumption of economic man. He searches for viable contemporary political forms by investigating the role of intellectuals and education in postmodern culture; the neoliberal doctrine of the self-limiting state; and its construction of market subjects such as education and the politics of space, ethics after Auschwitz, science and technology, the critical role of mass media, cybernetics and cyberspace, democracy and the politics of difference.

The poststructuralist critique of subject-centered reason is investigated, both historically and theoretically, against the background of the modernity/postmodernity and information society debates. Peters criticizes neoliberal constructions of the subject in education that rest heavily on the assumption of economic man. He searches for viable contemporary political forms by investigating the role of intellectuals and education in postmodern culture; the neoliberal doctrine of the self-limiting state; and its construction of market subjects such as education and the politics of space, ethics after Auschwitz, science and technology, the critical role of mass media, cybernetics and cyberspace, democracy and the politics of difference.

Poststructuralism—as a name for a mode of thinking, a style of philosophizing, a kind of writing—has exercised a profound influence upon contemporary Western thought and the institution of the university. As a French and predominantly Parisian affair, poststructuralism is inseparable from the intellectual milieu of postwar France, a world dominated by Alexandre Kojève's and Jean Hyppolite's interpretations of Hegel, Jacques Lacan's reading of Freud, Gaston Bachelard's epistemology, George Canguilhem's studies of science, and Jean-Paul Sartre's existentialism. It is also inseparable from the structuralist tradition of linguistics based upon the work of Ferdinand de Saussure and Roman Jacobson, and the structuralist interpretations of Claude Lévi-Strauss, Roland Barthes, Louis Althusser, and the early Michel Foucault. Poststructuralism, considered in terms of contemporary cultural history, can be understood as belonging to the broad movement of European formalism, with explicit historical links to both Formalist and Futurist linguistics and poetics, and with aspects of the European avant-garde, especially André Breton's surrealism. Each essay in this unique collection by and for educators is devoted to the work and educational significance of one of ten major poststructuralist philosophers.

The translation of Lyotard's work into English in 1984 marked an important stage in the globalization of the modernity/postmodernity debate involving the central thinkers of the late 20th century, Michel Foucault, Júrgen Habermas, Richard Rorty, and others. This collection of 10 essays brings together for the first time a number of contributions on Lyotard's work made by philosophers, educationalists, and sociologists in the English-speaking world around the special focus of education. The intent behind the essays from scholars in the United States, Canada, Australia, and New Zealand is to examine Lyotard's notion of the postmodern condition and its relevance and special significance for the field of education. Lyotard's work, first published in Paris in 1979, was important in that it developed a particularly original interpretation of the state of knowledge in the most highly developed societies, reviewing and synthesizing a wide range of material on contemporary science, the sociology of postindustrial society, and studies of postmodern culture. Lyotard brought together diverse threads and separate literatures in a prophetic analysis that signalled an epochal break with the so-called modern era.

Poststructuralism—as a name for a mode of thinking, a style of philosophizing, a kind of writing—has exercised a profound influence upon contemporary Western thought and the institution of the university. As a French and predominantly Parisian affair, poststructuralism is inseparable from the intellectual milieu of postwar France, a world dominated by Alexandre Kojève's and Jean Hyppolite's interpretations of Hegel, Jacques Lacan's reading of Freud, Gaston Bachelard's epistemology, George Canguilhem's studies of science, and Jean-Paul Sartre's existentialism. It is also inseparable from the structuralist tradition of linguistics based upon the work of Ferdinand de Saussure and Roman Jacobson, and the structuralist interpretations of Claude Lévi-Strauss, Roland Barthes, Louis Althusser, and the early Michel Foucault. Poststructuralism, considered in terms of contemporary cultural history, can be understood as belonging to the broad movement of European formalism, with explicit historical links to both Formalist and Futurist linguistics and poetics, and with aspects of the European avant-garde, especially André Breton's surrealism. Each essay in this unique collection by and for educators is devoted to the work and educational significance of one of ten major poststructuralist philosophers.

Since the late 1960s, both internationally and locally, we have witnessed the growth of subject areas outside the traditional liberal arts curriculum and disciplinary structure of the university curriculum: Black Studies (or Indigenous Studies), Feminist or Women's Studies, Critical Legal Studies, Film & Media Studies, Gay Studies, and Cultural Studies are some of the most popular. The principles underlying a global neo-liberalism and managerialism were responsible for restructuring universities during the 1980s. Some thought that such developments imperiled the humanities, while others believed that the context of globalization and the development of new communications technologies offered new hope for both interdisciplinary work and the emergence of a critical approach.The book asks the following broad questions: What are the underlying historical, epistemological, and political reasons for the emergence of cultural studies? What do these developments imply for the traditional liberal arts curriculum and the traditional discipline-based university? To what extent does the emergence of cultural studies displace or dislocate traditional disciplines? What forms of resistance has cultural studies encountered, and why? To what extent does the emergence of cultural studies reflect a changing mission of the university and changing relations between the university and the wider society? What is the future of cultural studies?

Despite being one of the greatest educators of the 19th century (perhaps of the modern period) and one of the greatest moral philosophers of all time, Nietzsche's educational thought and works, with some notable exceptions, have been ignored, or remain hidden and obscured. This was true of his philosophy as a whole and its recent reception, first by French poststructuralist thinkers during the 1960s and 1970s, and later by English-speaking philosophers in the 1980s. The controversy surrounding Nietzsche involves not only his style (his way of doing philosophy) and the radical nature of his inquiries, but also the history of Nietzscheanism, the politicization of the Nietzsche archive, and his appropriation by the Nazis.This international collection is unique in that it draws upon these recent developments in the interpretation of thought and the question of defining value in the era of postmodernity. The essays address a range of topics, including the history of the reception of Nietzsche's work, Nietzsche's early educational writings, genealogy as method, ethics and difference, democracy, Nietzsche's notion of self and its importance for education, the arts, the limits of academic life, Nietzsche's critique of liberal education, Irigaray's Nietzsche, and Nietzsche's critique of modernity and the question of nihilism.

Troubling the Changing Paradigms is the fourth volume in the Educational Philosophy and Theory: Editor’s Choice series and represents a collection of texts that were selected as representations of the philosophy and pedagogy of early years, childhood and early childhood education. The philosophy of the early years is complex, and this book demonstrates how this fascinating subject can be interlinked with both the philosophy and history of education as being instrumental in shaping the child subject, childhoods and children’s educational futures. This book demonstrates the application of philosophical and theoretical perspectives that provide us with global and local narratives and understandings of children as subjects, and their subjectivities. The philosophical traditions offer new spaces in which to think about alternative childhoods, and contribute to an important analysis in which philosophy has the capacity to shape children’s lives and education, and to elevate the multiplicity of discourses around very young children and their education and care. Through the texts in this volume, the authors aim to find creative philosophical forms that are capable of interrupting, if not disrupting, traditional and, in some settings, perhaps more conventional discourses about children and their childhoods. These philosophical forms present productive ways that allow fresh conceptions of what is all too often an assumed set of subjectivities and experiences about very young children. Troubling the Changing Paradigms will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

The 12th edition of Entrepreneurship provides an understanding of the people and processes that create and grow new ventures on an international basis. It focuses on the risk and effort of creating something new and overcoming inertia through each of its five major sections: The Entrepreneurial Perspective, From the Idea to the Opportunity, From the Opportunity to the Business Plan, From the Business Plan to Funding the Venture, and From Funding the Venture to Launching, Growing and Ending the New Venture.  Each chapter begins with learning objectives and a profile of an entrepreneur whose career is especially relevant to the chapter material. Numerous business examples occur throughout each chapter along with important websites to assist the reader in getting started. Boxed summaries of articles in the news (As Seen in Business News) illustrate the chapter discussions and Ethics boxes discussing ethical issues are found in all the chapters. Each chapter concludes with research tasks, class discussion questions, and selected readings for further research and study.  At the end of the book is a selection of Cases that can be used along with any chapter, as well as listing of other appropriate cases on a chapter-by-chapter basis. 

Sports and competition have been film subjects since the dawn of the medium. Olympic sports documentaries have been around nearly as long as the games themselves; films about surfing, boxing, roller derby, motorcycle racing and bodybuilding were theatrical successes during the 1960s and 1970s.The author surveys the history of the sports documentary subgenre, covering more than 100 award-winning films of 40+ different competitions, from traditional team sports to dogsled racing to ballroom dancing.

This unique book illustrates that in order to address the growing urgency of issues around environmental and resource limits, it is clear that we need to develop effective policies to promote durable changes in behavior and transform how we view, and consume, goods and services. It suggests that in order to develop effective policies in this area, it is necessary to move beyond a narrow understanding of 'how individuals behave', and to incorporate a more nuanced approach that encompasses behavioral influences in different societies, contexts and settings.The editors draw together analyses and case studies from across the globe and from multi-disciplinary perspectives in order to offer a broad-based psychological, sociological and economic understanding of consumer behavior. The expert contributors, from both academic and practitioner backgrounds discuss in detail the barriers, challenges and opportunities that face governments in relation to policy and actions at local, national and supranational levels.This fascinating book will prove a thought-provoking read for academics, researchers and students in the fields of environmental studies - particularly sustainability - and public policy. Practitioners and policy makers concerned with achieving sustainable lifestyles will find this book an invaluable reference tool.Contributors: W. Abrahamse, C. Ashton-Graham, S.C. Bhattacharyya, M. Brugidou, R. Clift, J. de Groot, S. Emmert, A. Farsang, S. Fudge, I. Garabuau-Moussaoui, C. Hicks, A. High-Pippert, S.M. Hoffman, M. Kuhndt, H. Luiten, E. Manzini, S. Milne, P. Newman, L. Reisch, E. Stø, P. Strandbakken, Y. Strengers, M. van de Lindt, W. Wehrmeyer

Community action is a vital strategy in the fight against climate change and has increasingly informed government policy, academic inquiry and grassroots action since the start of this century. This timely and engaging volume explores both the promise of community-based action in tackling climate change and some of its limitations.On the one hand, community-based action offers a meaningful way to achieve global targets and an avenue for renewing social relations at the local level. On the other, it challenges fundamental aspects of social organization in the modern economy and sometimes comes into conflict with wider structures and constraints. This volume brings together theoretical and practical perspectives on community action to mobilize social change towards a sustainable, low carbon future. The opportunities and challenges are considered through a diverse range of models and case studies. Fresh conceptual insights are provided and new light is shed on the policy implications and practical ramifications of establishing effective community engagement in efforts to combat climate change locally. This book will prove a stimulating read for academic researchers in the fields of climate change science, local and national level policy analysis and governance research. Local authorities, development agencies and policy makers seeking to understand and to influence the behaviours and practices of ‘energy consumers’ and the communities in which they live will also find much to inspire them.

Community action is a vital strategy in the fight against climate change and has increasingly informed government policy, academic inquiry and grassroots action since the start of this century. This timely and engaging volume explores both the promise of community-based action in tackling climate change and some of its limitations.On the one hand, community-based action offers a meaningful way to achieve global targets and an avenue for renewing social relations at the local level. On the other, it challenges fundamental aspects of social organization in the modern economy and sometimes comes into conflict with wider structures and constraints. This volume brings together theoretical and practical perspectives on community action to mobilize social change towards a sustainable, low carbon future. The opportunities and challenges are considered through a diverse range of models and case studies. Fresh conceptual insights are provided and new light is shed on the policy implications and practical ramifications of establishing effective community engagement in efforts to combat climate change locally. This book will prove a stimulating read for academic researchers in the fields of climate change science, local and national level policy analysis and governance research. Local authorities, development agencies and policy makers seeking to understand and to influence the behaviours and practices of ‘energy consumers’ and the communities in which they live will also find much to inspire them.

There have been dramatic changes in education policy throughout the world in the final quarter of the 20th Century. This important volume presents an invaluable collection of previously published and specially commissioned articles which capture these major changes in educational policy.Driven by demands for efficiency and performance, traditional liberal views of education as promoting and providing the ideals of an educated elite and empowered autonomous individuals have been supplanted. Increasingly there have been moves from localized and national policies towards international policies, and a closer integration of schools into the world. Education policy and associated management styles have overtly incorporated current market-led economic theories and in major western nations where education has been seen as a traditional welfare right, policy has moved to a commodification of education and to various forms of privatisation. Topics include Education Policy: Definition, Analysis, Criticism and Research; Economics: Markets and Development; Education Policy and the State; Race, Development and Culture; and Social Justice, Literacy and New Technologies.Education Policy will be an indispensable reference source for students, researchers and practitioners.

This book revises the existing account of the first Rudd Government's engagement with China, placing Australian foreign direct investment screening policy at the centre of the story.

Many developing fields of science and engineering, including nanotechnology, protein engineering, microfluidics, etc., require an in-depth molecular understanding and description of matter. Molecular approaches allow for creative design and analysis of systems by altering molecular properties to achieve desired outcomes. This book provides molecular and statistical mechanical basis for the classical fundamental molecular description of matter, and the laws associated with transport phenomena and thermodynamics.The content of Molecular Thermodynamics and Transport Phenomena: Complexities of Scales in Space and Time, Second Edition was expanded and includes multicomponent and multiphase systems, which are important in all aspects of process analysis and design including energy efficiency. In addition, the programming parts of this text have been switched to Python because of its open-source nature and ubiquitous use across science and engineering.