Educating for the Knowledge Economy? : Critical Perspectives

Hugh (University of Bath Lauder

ISBN 10: 0415615062 / ISBN 13: 9780415615068

Edité par Taylor & Francis Ltd Jan 2012, 2012

A propos de cet article

Neuware - 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 Educating for the Knowledge Economy will appeal to academics, policy makers, teachers and students interested in the central role of education in the knowledge economy.

N° de réf. du vendeur 9780415615068

Détails bibliographiques

• Titre: Educating for the Knowledge Economy? : Critical Perspectives
• Éditeur: Taylor & Francis Ltd Jan 2012
• Date de parution: 2012
• Langue: anglais
• ISBN à 10 chiffres: 0415615062
• ISBN à 13 chiffres: 9780415615068
• Reliure: Buch
• État de l'article: Neu
• Dimensions: 240 L x 165 H x 21 P (en millimètres) 240 millimètres de largeur par 165 millimètres de hauteur par 21 millimètres de profondeur
• Poids: 544 grammes

A propos de ce titre

Synopsis

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?

Educating for the Knowledge Economy? will appeal to academics, policy makers, teachers and students interested in the central role of education in the knowledge economy.

À propos de l?auteur

Hugh Lauder is Professor of Education and Political Economy at the University of Bath. Michael Young is Professor of Education at the Institute of Education and Visiting Professor at the University of Bath. Harry Daniels is Professor and Head of the Centre for Sociocultural and Activity Theory at the University of Bath. Maria Balarin is Lecturer in Education, University of Bath. John Lowe is Lecturer in Education, University of Bath.