title: Learning, creative col(labor)ation, and knowledge cultures

authors: Peters, Michael A.

subjects: cybernetic capitalism

abstract: In this conversation, Michael A. Peters analyses the advent of knowl- edge cultures and their relationships to human learning. The first part of the conver- sation analyses social transformation towards the network society and links digital technologies to the making of the society of control. It analyses the dynamics between openness, capitalism, and anti-capitalism, and uses various recent examples to link that dynamics to democracy. The second part of the conversation links cybernetic capitalism to learning and knowledge production, and elaborates the movement of open education. Based on work of Paulo Freire, it develops the notion of openness as an (educational) virtue. It links openness and creativity, introduces Michael Peters’ political economy of academic publishing, analyzes the importance of editing for learning and knowledge production, and briefly introduces the concept of knowledge cultures. The third part of the conversation shows practical applications of these theoretical insights using the examples of two academic journals edited by Michael Peters: Knowledge Cultures (Addleton), and The Video Journal of Education and Pedagogy (Springer). It explores epistemic consequences of peer-to-peer and wisdom- of-the-group approaches, introduces the notions of collective intelligence and col- (labor)ation, and outlines the main features of the new collective imagination. Finally, it shows that doing science is a privilege and a responsibility, and points towards transformation of academic labor from perpetuation of capitalism towards subversion.

text: Learning, creative col(labor)ation, and knowledge cultures In this conversation, Michael A. Peters analyses the advent of knowl- edge cultures and their relationships to human learning. The first part of the conver- sation analyses social transformation towards the network society and links digital technologies to the making of the society of control. It analyses the dynamics between openness, capitalism, and anti-capitalism, and uses various recent examples to link that dynamics to democracy. The second part of the conversation links cybernetic capitalism to learning and knowledge production, and elaborates the movement of open education. Based on work of Paulo Freire, it develops the notion of openness as an (educational) virtue. It links openness and creativity, introduces Michael Peters’ political economy of academic publishing, analyzes the importance of editing for learning and knowledge production, and briefly introduces the concept of knowledge cultures. The third part of the conversation shows practical applications of these theoretical insights using the examples of two academic journals edited by Michael Peters: Knowledge Cultures (Addleton), and The Video Journal of Education and Pedagogy (Springer). It explores epistemic consequences of peer-to-peer and wisdom- of-the-group approaches, introduces the notions of collective intelligence and col- (labor)ation, and outlines the main features of the new collective imagination. Finally, it shows that doing science is a privilege and a responsibility, and points towards transformation of academic labor from perpetuation of capitalism towards subversion.

year: 2015

title: The developing field of technology education in New Zealand: The last twenty years

authors: Jones, Alister

abstract: In the last twenty years technology education in New Zealand has found a place in research, teacher education and classroom practice. This paper traces the development of technology education as a field of study in compulsory education over the last twenty years and explores the curriculum development in the 1990s, the emerging research field during that time as well as teacher pre and in-service development. Figure 1 outlines the key aspects of development of technology education in New Zealand and highlights key features of curriculum, research and teacher education and shows the links between these different aspects in a timeline from 1985 to 2005.

text: The developing field of technology education in New Zealand: The last twenty years In the last twenty years technology education in New Zealand has found a place in research, teacher education and classroom practice. This paper traces the development of technology education as a field of study in compulsory education over the last twenty years and explores the curriculum development in the 1990s, the emerging research field during that time as well as teacher pre and in-service development. Figure 1 outlines the key aspects of development of technology education in New Zealand and highlights key features of curriculum, research and teacher education and shows the links between these different aspects in a timeline from 1985 to 2005.

year: 2006

title: [Review of Sociocultural realities: exploring new horizons by Angus Macfarlane, Sonja Macfarlane and Melinda Webber]

authors: McNae, Rachel Elizabeth

abstract: This article reviews the book "Sociocultural realities: exploring new horizons", by Angus Macfarlane, Sonja Macfarlane and Melinda Webber, Christchurch, New Zealand, Canterbury University Press, 2015, 220 pp., $45 (softcover), ISBN 9781927145722

text: [Review of Sociocultural realities: exploring new horizons by Angus Macfarlane, Sonja Macfarlane and Melinda Webber] This article reviews the book "Sociocultural realities: exploring new horizons", by Angus Macfarlane, Sonja Macfarlane and Melinda Webber, Christchurch, New Zealand, Canterbury University Press, 2015, 220 pp., $45 (softcover), ISBN 9781927145722

year: 2017