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1. Technology myths and histories -- 2. Digital stories from the developing world -- 3. Native Americans, networks, and technology -- 4. Multiple voices : performing technology and knowledge -- 5. Taking back our media.
Realism, the dominant theory of international relations, particularly regarding security, seems compelling in part because of its claim to embody so much of Western political thought from the ancient Greeks to the present. Its main challenger, liberalism, looks to Kant and nineteenth-century economists. Despite their many insights, neither realism nor liberalism gives us adequate tools to grapple with security globalization, the liberal ascent, and the American role in their development. In reality, both realism and liberalism and their main insights were largely invented by republicans writing about republics. The main ideas of realism and liberalism are but fragments of republican security theory, whose primary claim is that security entails the simultaneous avoidance of the extremes of anarchy and hierarchy, and that the size of the space within which this is necessary has expanded due to technological change. In Daniel Deudney's reading, there is one main security tradition and its fragmentary descendants. This theory began in classical antiquity, and its pivotal early modern and Enlightenment culmination was the founding of the United States. Moving into the industrial and nuclear eras, this line of thinking becomes the basis for the claim that mutually restraining world government is now necessary for security and that political liberty cannot survive without new types of global unions. Unique in scope, depth, and timeliness, Bounding Power offers an international political theory for our fractious and perilous global village.
How to repair the disconnect between designers and users, producers and consumers, and tech elites and the rest of us: toward a more democratic internet. In this provocative book, Ramesh Srinivasan describes the internet as both an enabler of frictionless efficiency and a dirty tangle of politics, economics, and other inefficient, inharmonious human activities. We may love the immediacy of Google search results, the convenience of buying from Amazon, and the elegance and power of our Apple devices, but it's a one-way, top-down process. We're not asked for our input, or our opinions—only for our data. The internet is brought to us by wealthy technologists in Silicon Valley and China. It's time, Srinivasan argues, that we think in terms beyond the Valley. Srinivasan focuses on the disconnection he sees between designers and users, producers and consumers, and tech elites and the rest of us. The recent Cambridge Analytica and Russian misinformation scandals exemplify the imbalance of a digital world that puts profits before inclusivity and democracy. In search of a more democratic internet, Srinivasan takes us to the mountains of Oaxaca, East and West Africa, China, Scandinavia, North America, and elsewhere, visiting the “design labs” of rural, low-income, and indigenous people around the world. He talks to a range of high-profile public figures—including Elizabeth Warren, David Axelrod, Eric Holder, Noam Chomsky, Lawrence Lessig, and the founders of Reddit, as well as community organizers, labor leaders, and human rights activists.. To make a better internet, Srinivasan says, we need a new ethic of diversity, openness, and inclusivity, empowering those now excluded from decisions about how technologies are designed, who profits from them, and who are surveilled and exploited by them.
War and Peace in The Global Village is a collage of images and text that sharply illustrates the effects of electronic media and new technology on man. Marshall McLuhan wrote this book thirty years ago and following its publication predicted that the forthcoming information age would be "a transitional era of profound pain and tragic identity quest." Marshall McLuhan illustrates the fact that all social changes are caused by introduction of new technologies. He interprets these new technologies as extensions or "self-amputations of our own being," because technologies extend bodily reach. McLuhan's ideas and observations seem disturbingly accurate and clearly applicable to the world in which we live. War and Peace in the Global Village is a meditation on accelerating innovations leading to identity loss and war. Initially published in 1968, this text is regarded as a revolutionary work for its depiction of a planet made ever smaller by new technologies. A mosaic of pointed insights and probes, this text predicts a world without centres or boundaries. It illustrates how the electronic information travelling around the globe at the speed of light has eroded the rules of the linear, literate world. No longer can there be fixed positions or goals.
With essays by today’s leading leftist social critics, Identity Trumps Socialism presents a rigorous and persuasive primer on the problems generated by postmodern and neoliberal challenges to the legacy of emancipatory universality. In addition to the ways in which capitalism has used racialized and gendered forms of oppression to divide the working class, today’s activism must also understand how neoliberal capitalism uses identity politics to undermine socialism. Identity Trumps Socialism advances an emancipatory left universality that addresses the limits of diversity and makes the case for the centrality of class in the struggle against global capitalist hegemony.
The Handbook of Global Media and Communication Policy offers insights into the boundaries of this field of study, assesses why it is important, who is affected, and with what political, economic, social and cultural consequences. Provides the most up to date and comprehensive collection of essays from top scholars in the field Includes contributions from western and eastern Europe, North and Central America, Africa and Asia Offers new conceptual frameworks and new methodologies for mapping the contours of emergent global media and communication policy Draws on theory and empirical research to offer multiple perspectives on the local, national, regional and global forums in which policy debate occurs

THE END OF THE GLOBAL?

Liam Bemrose, Millie Bushell, Livia Cuciurean, Tessa Caplen Browne, Harry Rawson, Gabriele Piazza, Ethel Tambudzai, Tenzin Tinkol Tashi and Victoria Vall

Published: 2018-04-15

Total Pages: 317


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p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 9.0px Helvetica} p.p2 {margin: 0.0px 0.0px 0.0px 0.0px; font: 8.0px Helvetica} ‘The End of the Global’ features a collection of papers presented at the first ‘DEN International Student Conference’ in 2017. This publication is one of many projects that the Democratic Education Network (DEN) has been responsible for since its launch in 2016, within the department of Politics and International Relations at the University of Westminster. In addition to supporting various other initiatives, DEN encourages and inspires students to research, get involved in student-led workshops, and publish magazines and journals. It hopes to increase our knowledge about how to open up deliberative and empowering spaces for students, and how to maximise the impact of their projects on other students’ experience. This book is a result of eclectic ideas and hard work put in by many students, and covers the views of student authors on various economic, political and social crises that shape our world today. We hope that we have taken an important step in achieving the aims of DEN through encouraging students to believe in themselves and push the boundaries of imagination and possibility. “Education should not only be about knowledge gathering, skills enhancement and degree acquisition, but be a transformative life experience. If students go away with more condence, more humility, and better equipped to deal with the various challenges and opportunities that the world around them oers, we would have succeeded as educationists.” Prof. Dibyesh Anand Head of the Department of Politics and International Relations, University of Westminster “This book is produced by some of the students active in the ‘Democratic Education Network’. It is essentially a collective work of the former and present students in the department to learn and explore their own world independently.” Dr. Farhang Morady Academic Coordinator of DEN, University of Westminster
Social Studies Today: Research and Practice inspires educators to think freshly and knowingly about social studies education in the early years of the twenty first century. Written by the field’s leading scholars, this collection provokes readers to consider the relationship of research and practice as they think through some of the most interesting challenges that animate social studies education today. Contributors to this volume include luminaries like James Banks, Carole Hahn, Keith Barton, Geneva Gay, Steve Thornton, Linda Levstik, Sam Wineburg, Fred Newmann and more. Each chapter tackles a specific issue and includes discussion of topics such as teaching history, learning tolerance, assessment, globalization, children’s literature, culturally relevant pedagogy, and teaching about genocide. Walter Parker not only pulled these chapters together but also contributes two of his own---both of which are sure to be cited as key works of this era. Accessible, compelling, and full of rich examples and illustrations, this collection showcases some of the most original thinking in the field and offers pre- and in-service teachers alike new ways to improve social studies instruction.
How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.