Wesley Shumar – författare

Producing and Consuming the Craft Beer Movement is an ethnographic analysis of the craft beer movement and its rapid development as an industry that articulated a different set of values: celebrating, quality, community, and good taste.This book will provide an excellent foundation for considering craft beer and an entrepreneurial practice that produces other forms of value beyond monetary value. The craft beer movement has been an important movement for thinking about contemporary consumer culture, and how that consumer culture might develop a very different set of values and priorities from those of the dominant consumer culture that is created by large-scale industries focused on the instrumental values of profit and efficiency. Located in one site, the ethnography is situated within the larger context of the rise of digital media, the evolution of cities, and the latest stage of the capitalist marketplace. The book is distinctive as it is ethnographic in its methodology. It is focused on one locale, the metropolitan area around Philadelphia. Philadelphia, along with Boston, Denver, San Diego, and a few other cities, was a central location for the early development of the craft beer industry. With its interdisciplinary approach, individuals with interests in digital and social media, consumer culture, political economy, ethnography, and contemporary cultural theory will find this an interesting case study of an important industry that developed from the homebrewing movement to become an important craft industry that is now a global phenomenon.This book is directed to a broad range of readers interested in new media, consumer culture, craft, and contemporary capitalist culture. The book embeds the local in the larger historical and political economic context. Readers would include faculty members in communication, media studies, cultural studies, sociology, and anthropology. Students at a graduate and upper level undergraduate level would be interested as well.

Producing and Consuming the Craft Beer Movement is an ethnographic analysis of the craft beer movement and its rapid development as an industry that articulated a different set of values: celebrating, quality, community, and good taste.This book will provide an excellent foundation for considering craft beer and an entrepreneurial practice that produces other forms of value beyond monetary value. The craft beer movement has been an important movement for thinking about contemporary consumer culture, and how that consumer culture might develop a very different set of values and priorities from those of the dominant consumer culture that is created by large-scale industries focused on the instrumental values of profit and efficiency. Located in one site, the ethnography is situated within the larger context of the rise of digital media, the evolution of cities, and the latest stage of the capitalist marketplace. The book is distinctive as it is ethnographic in its methodology. It is focused on one locale, the metropolitan area around Philadelphia. Philadelphia, along with Boston, Denver, San Diego, and a few other cities, was a central location for the early development of the craft beer industry. With its interdisciplinary approach, individuals with interests in digital and social media, consumer culture, political economy, ethnography, and contemporary cultural theory will find this an interesting case study of an important industry that developed from the homebrewing movement to become an important craft industry that is now a global phenomenon.This book is directed to a broad range of readers interested in new media, consumer culture, craft, and contemporary capitalist culture. The book embeds the local in the larger historical and political economic context. Readers would include faculty members in communication, media studies, cultural studies, sociology, and anthropology. Students at a graduate and upper level undergraduate level would be interested as well.

This volume considers how current transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state. The university is now considered a key site for training and wealth generation in the so-called 'knowledge economy' that operates in a globalising, high tech world. Further, these transitions are underpinned by neo-liberal economic ideas that assume that the public sector is a drag on the economy unless it is subject to the rules, regulations and assumptions that govern the private sector. This excellent volume - an important contribution to Education as well as Economics and Politics - furthers our understandings of universities as marketable entities as part of the globalized economy.

This volume considers how current transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state. The university is now considered a key site for training and wealth generation in the so-called 'knowledge economy' that operates in a globalising, high tech world. Further, these transitions are underpinned by neo-liberal economic ideas that assume that the public sector is a drag on the economy unless it is subject to the rules, regulations and assumptions that govern the private sector. This excellent volume - an important contribution to Education as well as Economics and Politics - furthers our understandings of universities as marketable entities as part of the globalized economy.

Building Virtual Communities examines how learning and cognitive change are fostered by online communities. Contributors to this volume explore this question by drawing on their different theoretical backgrounds, methodologies, and personal experience with virtual communities. Each chapter discusses the different meanings of the terms community, learning, and change. Case studies are included for further clarification. Together, these chapters describe the building out of virtual communities in terms that are relevant to theorists, researchers, and practitioners. The chapters provide a basis for thinking about the dynamics of Internet community building. This includes consideration of the role of the self or individual as a participant in virtual community, and the design and refinement of technology as the conduit for extending and enhancing the possibilities of community building in cyberspace. Building Virtual Communities will interest educators, psychologists, sociologists, and researchers in human-computer interaction.

Building Virtual Communities examines how learning and cognitive change are fostered by online communities. Contributors to this volume explore this question by drawing on their different theoretical backgrounds, methodologies, and personal experience with virtual communities. Each chapter discusses the different meanings of the terms community, learning, and change. Case studies are included for further clarification. Together, these chapters describe the building out of virtual communities in terms that are relevant to theorists, researchers, and practitioners. The chapters provide a basis for thinking about the dynamics of Internet community building. This includes consideration of the role of the self or individual as a participant in virtual community, and the design and refinement of technology as the conduit for extending and enhancing the possibilities of community building in cyberspace. Building Virtual Communities will interest educators, psychologists, sociologists, and researchers in human-computer interaction.

This text provides a framework for understanding higher education in the US and other western countries since the 1970s whereby the logic of the market place has increasingly come to dominate all arenas and, in context, the education system. The author calls this process "commodification" and he describes the transformation of universities in the US and elsewhere as they attempt to accomodate the enforced changes on their academic lives and those of their students.; The book chronicles changes with the increasing focus on career and the movement towards the instrumental functions of education; the financial crisis and the development of a more corporate approach to education; of consumption that produce universities heavy with expensive, well-equipped and powerful administrations and decreasing numbers of ever more disenfranchised faculty.

The internet has dramatically transformed social space and time for many people in many different contexts. This dramatic warping of the social fabric has happened slowly over time as digital technologies have evolved and internet speeds have increased. While we are all aware of these changes, the impact is often little understood. There are few monographs about social groups made possible by the internet, and even fewer about educational communities made possible through digital technologies. Inside Mathforum.org details the ways that digital media are used to enhance the practices that teachers and students of mathematics engage in. The book also shows how different kinds of mathematical conversations and interactions become possible through the digital media. Unlike many other educational uses of digital media, the Math Forum's community has provided online resources and sustained support for teachers and students, and it leads the way in showing the power of digital media for education.

The internet has dramatically transformed social space and time for many people in many different contexts. This dramatic warping of the social fabric has happened slowly over time as digital technologies have evolved and internet speeds have increased. While we are all aware of these changes, the impact is often little understood. There are few monographs about social groups made possible by the internet, and even fewer about educational communities made possible through digital technologies. Inside Mathforum.org details the ways that digital media are used to enhance the practices that teachers and students of mathematics engage in. The book also shows how different kinds of mathematical conversations and interactions become possible through the digital media. Unlike many other educational uses of digital media, the Math Forum's community has provided online resources and sustained support for teachers and students, and it leads the way in showing the power of digital media for education.

This volume distinguishes itself by taking a broad and philosophical perspective on teaching and the process of learning, rather than proposing yet another algorithmic approach to learning. It is intended for teaching faculty and academic support staff who want to deeply reflect on and continuously develop teaching designs that combine knowledge and action. Motivated by a concern for the societal issues and global challenges facing us, we recognize that the current generation of students will need to be agentic citizens able to act to become authentic change-makers. If students are to become critically reflective active citizens, equipped for life in its broadest sense, then teaching must engage them with disciplinary knowledge and link this to authentic practices to make learning meaningful.Meaningful learning is defined as linking knowledge-intensive processes of learning to the creation of value for others outside the university. This embodies students’ cognitive heads, conative hands, and affective hearts allowing them to become authentic change-makers. It makes the learning process holistic, embedded in the individual, and socially connected, without losing the connection to knowledge content. When a meaning-oriented format supports content and when content is enhanced through an outward-oriented format, students’ cognitive, affective, and conative domains are activated in a powerful interplay to trigger deep feelings of meaningfulness. A meaningful learning approach ensures that students become participative learners, able to reflect on their own values and combine disciplinary knowledge in collaboration with others to tackle some of today’s most pressing societal challenges.

This volume distinguishes itself by taking a broad and philosophical perspective on teaching and the process of learning, rather than proposing yet another algorithmic approach to learning. It is intended for teaching faculty and academic support staff who want to deeply reflect on and continuously develop teaching designs that combine knowledge and action. Motivated by a concern for the societal issues and global challenges facing us, we recognize that the current generation of students will need to be agentic citizens able to act to become authentic change-makers. If students are to become critically reflective active citizens, equipped for life in its broadest sense, then teaching must engage them with disciplinary knowledge and link this to authentic practices to make learning meaningful.Meaningful learning is defined as linking knowledge-intensive processes of learning to the creation of value for others outside the university. This embodies students’ cognitive heads, conative hands, and affective hearts allowing them to become authentic change-makers. It makes the learning process holistic, embedded in the individual, and socially connected, without losing the connection to knowledge content. When a meaning-oriented format supports content and when content is enhanced through an outward-oriented format, students’ cognitive, affective, and conative domains are activated in a powerful interplay to trigger deep feelings of meaningfulness. A meaningful learning approach ensures that students become participative learners, able to reflect on their own values and combine disciplinary knowledge in collaboration with others to tackle some of today’s most pressing societal challenges.

This volume wholeheartedly engages with the current climate in higher education and provides not only a thorough analysis of the foundational elements constituting higher education but also a critical discussion of possible connections to societal and cultural domains and policy debates.Today, higher education institutions and programs are beset with multiple, and often conflicting, pressures and demands. Higher education is regarded by societies in general, and at the political level in particular, as a pathway to securing continued economic growth and ensuring cultural growth in surrounding societal contexts. Future academics are expected to become experts within their disciplines and at the same time to acquire and develop generic competences and transferable skills directly translatable into job market and professional contexts. These conflicting and fragmented policy approaches to higher education leaves academic leaders, teacher, researchers, and students with an incoherent curriculum and a confused and eroded academic identity and societal outlook. Much literature within higher education research that engages with similar topics are dominated by a backwards-looking and heavy critique of current political and educational conditions for the university and higher education. This volume suggests a new tack that is defined by openness and optimism towards possibilities for a transformative higher education curriculum – that at the same time stays firmly rooted within the foundational academic soil. By drawing on, and contributing to, the emerging research field the philosophy and theory of higher education, the book combines critique with a constructive and future-oriented approach and outlook on higher education. Further, it combines and links philosophical discussions on the idea of the future university with societal responsibility and a curricular and formational awareness.