The Knowledge Economy and Education
Series Editors:
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D.W. Livingstone
D.W. Livingstone
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David Guile
David Guile
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It has been recognised since Adam Smith and Karl Marx’s pioneering work that the best way to understand an economy is to study the most advanced practices of production. The most innovative economic vanguard is now referred to globally as the knowledge economy – a term that also encompasses developments in the field of Artificial Intelligence (AI). A consensus has formed among policymakers that the knowledge economy is a global reality to which all individuals and societies must adjust, and that lifelong learning is the optimal strategy to secure such an adjustment. Currently, this presumption is leading to scare stories about the ‘end of work’ and lifelong learning being repositioned as the primary strategy to assist people to live ‘creative’ lives.
The aim of The Knowledge Economy and Education book series is to provide a focus for writers and readers interested in exploring the relationship between actual changes in the knowledge economy and learning practices, or an aspect of that relationship: for example, vocational, professional and workplace learning theorised critically.
The editors seek authors who question, conceptually and empirically, the hidden nature of the knowledge economy as well as the causal link that policymakers presume exists between education and the knowledge economy by raising: (i) epistemological issues as regards the concepts of, production of, and the relations between knowledge, the knowledge economy and education; (ii) sociological and political economic issues as regards the changing nature of work, technology (including AI), learning, and possible alternative visions of what a knowledge economy/knowledge society might look like; and (iii) the contribution education, communities, and workplaces could make to realising those visions.
The series hopes to stimulate debate among a diverse audience by publishing books that (i) articulate alternative visions of the relation between education and the knowledge economy, (ii) offer new insights into the extent, modes, and effectiveness of the forms of knowledge and learning (including the development of AI) that people in the developed and developing world will need to respond, and (iii) suggest how changes in both work conditions, curriculum and pedagogy can spur fresh thinking about the relation between work and learning.
The aim of The Knowledge Economy and Education book series is to provide a focus for writers and readers interested in exploring the relationship between actual changes in the knowledge economy and learning practices, or an aspect of that relationship: for example, vocational, professional and workplace learning theorised critically.
The editors seek authors who question, conceptually and empirically, the hidden nature of the knowledge economy as well as the causal link that policymakers presume exists between education and the knowledge economy by raising: (i) epistemological issues as regards the concepts of, production of, and the relations between knowledge, the knowledge economy and education; (ii) sociological and political economic issues as regards the changing nature of work, technology (including AI), learning, and possible alternative visions of what a knowledge economy/knowledge society might look like; and (iii) the contribution education, communities, and workplaces could make to realising those visions.
The series hopes to stimulate debate among a diverse audience by publishing books that (i) articulate alternative visions of the relation between education and the knowledge economy, (ii) offer new insights into the extent, modes, and effectiveness of the forms of knowledge and learning (including the development of AI) that people in the developed and developing world will need to respond, and (iii) suggest how changes in both work conditions, curriculum and pedagogy can spur fresh thinking about the relation between work and learning.
A Class Analysis
Volume 12
978-90-04-46307-3
Radical Adult Education at the Crossroads
Volume 11
978-90-04-42898-0
National Qualifications Frameworks and the Neglect of Knowledge
Volume 8
978-94-6209-578-6
Reflections on Policy and Practice
Volume 2
978-90-8790-889-8
Series Editors
D.W. Livingstone (dwlivingstone@gmail.com), Ontario Institute for Studies in Education, University of Toronto, Canada
David Guile (d.guile@ucl.ac.uk), Faculty of Policy and Society, Institute of Education, University of London, UK
Editorial Board
Stephanie Allais, University of the Witwatersrand, South Africa
Stephen Billett, Griffiths University, Australia
Jian Huang, East China Normal University, Shanghai, China
Martin Krzywdzinski, WZB Berlin Social Science Center, Germany
Alison Taylor, University of British Columbia, Canada
D.W. Livingstone (dwlivingstone@gmail.com), Ontario Institute for Studies in Education, University of Toronto, Canada
David Guile (d.guile@ucl.ac.uk), Faculty of Policy and Society, Institute of Education, University of London, UK
Editorial Board
Stephanie Allais, University of the Witwatersrand, South Africa
Stephen Billett, Griffiths University, Australia
Jian Huang, East China Normal University, Shanghai, China
Martin Krzywdzinski, WZB Berlin Social Science Center, Germany
Alison Taylor, University of British Columbia, Canada
Educational researchers and their students