Drawing together action-based research with sociology of education, medium theory and the Bildung-tradition, the authors offer a new perspective on education in the digital age, exploring emancipation, edification, self-formation and democratic education. The authors draw on 15 years of action-based research and weave this with the theory to show how teachers and students might use new media for learning about interaction, searching, visualizing, constructing, storing, and retrieving. The authors show that education needs to be rethought, resituated and developed anew in the digital age. New norms and new ways of teaching need to be established. Building on the theory and case studies, they analyze and discuss different strategies, ideas and understandings, offering four promising ways to develop a new vision for education. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com. Open access was funded by Aarhus University.

Bildung in the Digital Age explores the challenges and potentials of digitalization for educational theory and practice and identifies how the pedagogical concept of Bildung can be used to meet these demands. Discussing the educational landscape of a pandemic and post-pandemic world, the book describes how digitalization changes the media foundation of learning and teaching. It further raises questions of how we could think about Bildung in a digitalized world, how Bildung-based online teaching and learning can be implemented, and whether it is possible to understand Bildung and its emphasis on individual freedom and self-determination as a counter-concept to digital surveillance capitalism. The book will appeal to academics, researchers, and postgraduate students in the fields of digital learning, educational theory, and media education.

Rethinking Education in Light of Global Challenges discusses challenges to education in Scandinavian welfare states due to global trends like migration, neoliberal strategies, and the exploitation of nature. This anthology comprises case studies, theoretical articles, and reflective studies, grouped under the headings of Culture, Society, and the Anthropocene. This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education. This authoritative volume will be of great interest to researchers, academics, and students in the fields of sociology of education, migration and education, environmental education, and educational politics.

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. Addressing the linkages between the Anthropocene and Pedagogy across a broad pedagogical spectrum that is both formal and informal, the editors and their contributors emphasize a re-imagining of education that serves to deepen our understanding of the capacities and values of life.

Bildung in the Digital Age explores the challenges and potentials of digitalization for educational theory and practice and identifies how the pedagogical concept of Bildung can be used to meet these demands. Discussing the educational landscape of a pandemic and post-pandemic world, the book describes how digitalization changes the media foundation of learning and teaching. It further raises questions of how we could think about Bildung in a digitalized world, how Bildung-based online teaching and learning can be implemented, and whether it is possible to understand Bildung and its emphasis on individual freedom and self-determination as a counter-concept to digital surveillance capitalism. The book will appeal to academics, researchers, and postgraduate students in the fields of digital learning, educational theory, and media education.

This book offers a detailed theoretical analysis of the fields of learning and management in the digital age. Taking an interdisciplinary approach, it opens a dialogue between agile management theory and agile learning theory. The book argues that there is a tension between participative and action-orientated approaches on the one hand and neoliberal enclosure of the actor on the other hand. It takes this as an opportunity for interdisciplinary dialogue between learning theories and management concepts. With contributions from a range of international experts, chapters discuss the need for suitable theoretical, epistemological, and ethical foundations as well as practice-orientated methods for learning and management to implement appropriate strategies and meet educational challenges. This highly topical book will be of great interest to academics, postgraduate students, and researchers in the fields of digital learning, educational theory, management theory, and communication studies.

This book offers a detailed theoretical analysis of the fields of learning and management in the digital age. Taking an interdisciplinary approach, it opens a dialogue between agile management theory and agile learning theory. The book argues that there is a tension between participative and action-orientated approaches on the one hand and neoliberal enclosure of the actor on the other hand. It takes this as an opportunity for interdisciplinary dialogue between learning theories and management concepts. With contributions from a range of international experts, chapters discuss the need for suitable theoretical, epistemological, and ethical foundations as well as practice-orientated methods for learning and management to implement appropriate strategies and meet educational challenges. This highly topical book will be of great interest to academics, postgraduate students, and researchers in the fields of digital learning, educational theory, management theory, and communication studies.

Rethinking Education in Light of Global Challenges discusses challenges to education in Scandinavian welfare states due to global trends like migration, neoliberal strategies, and the exploitation of nature. This anthology comprises case studies, theoretical articles, and reflective studies, grouped under the headings of Culture, Society, and the Anthropocene. This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education. This authoritative volume will be of great interest to researchers, academics, and students in the fields of sociology of education, migration and education, environmental education, and educational politics.

The essays in this volume all seek to answer the following broad question: How can philosophical, educational and critical approaches to corporate communications deepen our understanding of learning in the digital age? The authors reflect on how particular approaches, learning strategies, philosophers or critical theorists can advance the theory and practice of teaching and learning in the digital age. Each essay discusses key concepts from their work and relates those concepts to a particular problem within learning and teaching in the digital age.

Drawing together action-based research with sociology of education, medium theory and the Bildung-tradition, the authors offer a new perspective on education in the digital age, exploring emancipation, edification, self-formation and democratic education. The authors draw on 15 years of action-based research and weave this with the theory to show how teachers and students might use new media for learning about interaction, searching, visualizing, constructing, storing, and retrieving. The authors show that education needs to be rethought, resituated and developed anew in the digital age. New norms and new ways of teaching need to be established. Building on the theory and case studies, they analyze and discuss different strategies, ideas and understandings, offering four promising ways to develop a new vision for education. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com. Open access was funded by Aarhus University.