Michael A. Peters

"Cognitive capitalism - sometimes referred to as 'third capitalism, ' after mercantilism and industrial capitalism - is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor. The theory of cognitive capitalism has its origins in French and Italian thinkers, particularly Gilles Deleuze and Felix Guattari's Capitalism and Schizophrenia, Michel Foucault's work on the birth of biopower and Michael Hardt and Antonio Negri's Empire and Multitude, as well as the Italian Autonomist Marxist movement that had its origins in the Italian operaismo (workerism) of the 1960s. In this collection, leading international scholars explore the significance of cognitive capitalism for education, especially focusing on the question of digital labor."--Publisher's website.

"With an up-to-date synopsis, review, and critique of his writings, this book demonstrates Jacques Derrida's almost singular power to reconceptualize and reimagine the humanities, and examines his humanism in relation to politics and pedagogy."--Jacket.

This volume offers a unique commentary on the diverse ways that educational inquiry is conceived, designed and critiqued. An international team of scholars examines cross-cutting themes of how research in education is conceptualised, characterised, contextualised, legitimated and represented. Contributions include specially commissioned essays, critical commentaries, vignettes, dialogues and cases. Each section discusses the significance of a complex terrain of ideas and critiques that can inform thinking and practice in educational research. The result is a thorough and accessible volume that offers fresh insights into the perspectives and challenges that shape diverse genres of research in education.

"This lively and original book changes the way we see globalization and the knowledge economy. Creativity, exchange and the open flow of ideas have long shaped states, economies and everyday life. But knowledge now has an extraordinary dynamism. The world is crisscrossed by traffic in people, data and images. A world society is emerging, though governance is yet to reflect this. Global Creation shows that global creativity is transforming in two ways. First, global synchrony and convergence are changing the conception, production and sharing of creative work and this is feeding back into the core sturctures of the social world. Second, the global dimension is itself a human product and one that is continually being created. This book explores acts of imagining, producing and regulating the global dimension of action in the past, present and future. It will interest all intelligent readers, particularly those engaged with the history of ideas, political economy, sociology, innovation, or business organization. It follows Creativity and the Global Knowledge Economy (Peters, Marginson, Murphy, 2009),also published by Peter Lang."--Book jacket. "As policymakers turn increasingly to issues of creativity and innovation in seeking the sources of value in the global knowledge society, this superb book provides fertile ground for thinkers of all kinds."--Roger King, Visiting Research Professor, Centre for Higher Education Research and Information, Open University, United Kingdom. "This is the best attempt so for to interrogate the global dimension of higher education. It is thought-provoking and directed to the key points, with an air of enchantment."--Rui Yang, Director of the Comparative Education Research Centre, University of Hong Kong, China. "Marginson, Murphy and Peters have created a tour de force on globalization. The authors perform a narrative high wire act for the readers, and we come away thrilled, wanting more."--Willam G. Tierney, Professor, University of Southern California, Los Angeles.

James D. Marshall has been active in the philosophy of education for three decades. This collection takes Marshall's work as its starting point. It contains essays dealing with various aspects of his work: particularly his long-standing criticism of the 'performativity' of the public education system of New Zealand, and his work considering the relevance of Wittgenstein and Foucault for various problems in the philosophy of education. There are tributes to Marshall in the form of interviews and testimonials, and a bibliography and remarks from Marshall himself in response to the commentaries of his colleagues.