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Educating for the knowledge economy? : critical perspectives

Author: Hugh Lauder
Publisher: London ; New York, NY : Routledge, 2012.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
"Educating for the Knowledge Economy The promise, embraced by governments around the world, is that the knowledge economy will provide knowledge workers with a degree of autonomy and permission to think which enables them to be creative and to attract high incomes. What credence should we give to this promise? The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Educating for the knowledge economy?
London ; New York, NY : Routledge, 2012
(DLC) 2011027056
(OCoLC)666242856
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Hugh Lauder
ISBN: 9780203817698 0203817699 9781136730955 1136730958
OCLC Number: 785936838
Description: 1 online resource (x, 249 pages) : illustrations
Contents: Educating for the Knowledge Economy Critical Perspectives --
Contributors --
1. Introduction: Educating for the knowledge economy Critical perspectives --
PART I. : The 'knowledge economy' and education --
2. Globalisation, risk and regulation: The financial crisis and the prospects for sustainability --
3. The Global Auction Model, Skill Bias Theory and graduate incomes: Reflections on methodology --
4. 'Openness' and the global knowledge commons: An emerging mode of social production for education and science 5. Learning and contradiction across boundaries --
Part II. : Knowledge and the economy --
6. The educational transformation of work: A synthesis --
7. Forms of knowledge and curriculum coherence --
8. Education, globalisation and the 'voice of knowledge' --
9. The problem with competency-based training --
Part III. Pedagogy, assessment, the demands of the knowledge economy and social justice --
10. Numbers in grids of intelligibility: Making sense of how educational truth is told --
11. Assessing educational reform: Accountability, standards and the utility of qualifications --
12. School and pupils' work 13. Social class and school knowledge: Revisiting the sociology and politics of the curriculum in the 21st centuryIndex.
Responsibility: edited by Hugh Lauder [and others].

Abstract:

"Educating for the Knowledge Economy The promise, embraced by governments around the world, is that the knowledge economy will provide knowledge workers with a degree of autonomy and permission to think which enables them to be creative and to attract high incomes. What credence should we give to this promise? The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy makers and educationists across the world see education as central to economic competitiveness. However, this book asks fundamental questions about the relationship between the economy and education since, in contrast to policy makers' rhetoric, the relationship between the two sectors is not straightforward. An unorthodox account of the knowledge economy and economic globalisation suggests that autonomy in the workplace and permission to think will be only given to the elite. In this view many aspirant well-educated middle-class young workers are doomed to disappointment. In this book, leading scholars from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. Even if we assume that the official view of the knowledge economy is correct are we educating young people to be autonomous, creative thinkers? Are current policies relating to knowledge, learning and assessment consistent with the kinds of workers and skills required for the knowledge economy? This book will appeal to academics, policy makers, teachers and students interested in the central role of education in the knowledge economy"--

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"My final judgment? The book is well timed and a fascinating read that should appeal to those who have a penchant to read perspectives that challenge dominant views. It should be a useful source to Read more...

 
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