This book explores the potential of social media as a space for teaching and bringing about sustainable peace. Using cutting-edge research, the editors and authors analyze the fundamental transformations taking place in the digital and interactive public sphere, most recently with the advent of the 'post-truth' age and the impact of this upon young people's perceptions of 'friend' and 'foe'. Peace initiatives at almost every level recognize the importance of education for sustainable peace: this volume examines the opportunities emerging from these societal transformations for both formal and informal education. This book will appeal to students and scholars of social media, peace education and the post-truth age.

This book explores the potential of social media as a space for teaching and bringing about sustainable peace. Using cutting-edge research, the editors and authors analyze the fundamental transformations taking place in the digital and interactive public sphere, most recently with the advent of the 'post-truth' age and the impact of this upon young people's perceptions of 'friend' and 'foe'. Peace initiatives at almost every level recognize the importance of education for sustainable peace: this volume examines the opportunities emerging from these societal transformations for both formal and informal education. This book will appeal to students and scholars of social media, peace education and the post-truth age.

This multidisciplinary volume highlights the transformed nature of the relationship between higher education and society in the 21st century. In particular, it argues that the development of the global university, especially in the non-western world, has transformed the traditional understanding of the relationship between higher education and society. This has important implications for the relations of state, as education has not only become an object of national development policy but for many states an important export. The history of the university reflects the decisive social transformations which have given definition and identity to both new nations and modern societies. In the post-war period, universities in the industrialized world underwent a radical shift. The mass expansion of higher education ensured that universities were no longer centers designed to train youth to assume the leadership positions held by previous generations. Instead universities were to become centers where job skills could be imparted and knowledge produced, refined and used in the newly emerging Cold War economies, and where students could develop the skills necessary for employment in a changing world. Rather than focusing on the refinement of future leaders, the task of the university became linked to the development of economically exploitable technical knowledge. A shift of comparable magnitude is now ongoing in the nature of higher education itself. Globalization has led to the growth of knowledge communities around the world, mirroring the rise of centers for global finance in previous decades. In the Middle East and Asia the demands of the knowledge-based economy have led to the opening of new indigenous universities and branch campuses and partnerships with established European and North American universities. Education City in Qatar, for instance, has received or been pledged more than 200 billion dollars since its inception. The growth of new indigenous universities has altered the traditional role of the university further, increasing the emphasis on courses which are close to the marketplace. These new partnerships have contributed to the creation of what is now referred to as the global university.