Bøger i Palgrave Studies in Educational Futures serien

This book grapples with what it means when education and democracy are at an end: when these two foundational aspects of our society seem to have reached a culminating point, no longer appearing to produce and make sense amid the crises of our time. Engaging topical political events and mobilizing a variety of cultural resources, Di Paolantonio shows that today the possibility of the future and the significance of an expansive transgenerational sensibility are radically in question as trends toward destruction, cruelty, and banality are steering world-defying calamities, and sparking ¿chronopathologies¿ of doom and despair among the planet¿s occupants. Unfolding his argument through a series of accessible chapters that draw on contemporary philosophy, educational thinking, and cultural-artistic works, Di Paolantonio explores how the transgenerational sensibility retains a possibility we might tap for overcoming the impasses of our time.

The current ecological crisis is the consequence of entrenched attitudes, discourses and behaviours in human societies worldwide, fostered and reinforced through modern educational traditions, processes and institutions. This book envisions a radical transformation of education to focus on the mutual flourishing of human societies with the rest of life on Earth. In part, the authors suggest approaching this as a problem of systemic design, incorporating principles that challenge and undermine key premises of the Capitalocene¿the socio-economic-political landscape sustaining the current educational regime. Tracing the implications of this transition, they review core assumptions of modern Western culture that need to shift, and identify a wide range of relevant capacities and practices grouped under four complementary educator ¿stances¿ for eco-social-cultural change.

This edited volume broadens the understanding of the media arts at a global scale bringing together practices and ideas from artists and art educators from around the world. Authors explore issues of cultural and social diversity in fields of education, media theory, and critical theories of education and pedagogy with particular attention to digital technologies' impact on visual arts learning. Researchers utilize a range of methodologies including participant-researcher ethnographies, action research, case study, and design based research. These artists and art educators share new research about the pedagogical and theoretical aspects of media arts in educational systems that are facing unprecedented change. This volume begins to map why and how experts are working within networked society and playing with digital innovations through media arts education as a critical and creative practice.

This book explores new pedagogical challenges and potentials of the Anthropocene era. The authors argue that this new epoch, with an unstable climate, new kinds of globally spreading viruses, and new knowledges, calls for a new way of educating and an alertness to new philosophies of education and pedagogical imaginations, thoughts, and practices.

This book problematizes the role of education in an increasingly mediatized world through the lenses of creativity, new media, and consumerism.

This book explores the pedagogical applications of critical thinking in art education and scholarship. In this way, the book sheds light on a new landscape of thinking arts education and thinking scholarship through the essay that is practiced in creative nonfiction and cinema.

Together, the authors reflect on educational initiatives and life in democratic societies, arguing for an increased awareness of the educational processes at work within our contexts, places, and personal lives.

This book provides a thorough application of theoretical ideas from Deleuze and Guattari to a series of examples drawn from contemporary film and new media arts.

This open access edited volume provides theoretical, practical, and historical perspectives on art and education in a post-digital, post-internet era.

This open access edited volume provides theoretical, practical, and historical perspectives on art and education in a post-digital, post-internet era.

Going beyond field specific discourses of art history, art criticism, philosophy, and aesthetics, it explores how the concept of excess has been important and enduring from antiquity through contemporary art, and from early film through the newer interactive media.

This volume weaves together a variety of perspectives aimed at confronting a spectrum of ethico-political global challenges arising in the Anthropocene which affect the future of life on planet earth.

Going beyond field specific discourses of art history, art criticism, philosophy, and aesthetics, it explores how the concept of excess has been important and enduring from antiquity through contemporary art, and from early film through the newer interactive media.

This book asserts that engaging with divergent understandings about the nature of evil and how it functions can help those interested in education think through issues in curriculum, pedagogy, and beyond.

This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education.

This edited book explores the under-analyzed significance and function of paranoia as a psychological habitus of the contemporary educational and social moment.

This volume weaves together a variety of perspectives aimed at confronting a spectrum of ethico-political global challenges arising in the Anthropocene which affect the future of life on planet earth.

This book explores why the concept of wild pedagogy is an essential aspect of education in these times; This collaborative work will be of interest to students and scholars of wild pedagogies, alternative education and the Anthropocene, and for all those engaged in re-wilding education.

This edited book explores the under-analyzed significance and function of paranoia as a psychological habitus of the contemporary educational and social moment.