Updates in Group Developing Transnational Literacies
For those interested in digital literacies 3 videos from Research on the Digital Economy/Recherche sur l’économie numérique
Presentations and discussion co-hosted by the National Research Council of Canada and the Social Sciences and Humanities Research Council of Canada
Although Detroit is not a centre of global finance, and plays a declining role in global production, it nevertheless participates in the present remediation of the relationship between cities and the globe. Manoeuvring to reposition the city as the global hub of mobility technology, metropolitan Detroit’s neoliberal leadership advances particular development strategies in urban education, housing, infrastructure, and governance, all with implications for social exclusion. This paper analyzes Detroit’s neoliberal policy complex, uncovering how rituals of place-making and suburbanite nostalgia for the city intersect with broader struggles over the region’s resources and representation.
This paper examines the emergence of Hyderabad as a hub of the global information technology economy, and in particular, the role of higher education in Hyderabad’s transformation as the labor market for the new economy. The extensive network of professional education institutions that service the global economy illustrates the ways in which neoliberal globalization is produced through educational restructuring and new modes of urban development. Neoliberal globalization, however, is a variegated process wherein local social hierarchies articulate with state policies and global capital. This study shows how caste and class relations in the education sector in Andhra Pradesh are instrumental to forming Hyderabad’s connection to the global economy. The contradictions of these regional realignments of education, geography and economy are manifest in the uneven development of the region and the rise of new socio-political struggles for the right to the city.
Neoliberal policies, in spite of their considerable damage to economic equality, the environment, and education, remain dominant. In this paper, we suggest that neoliberalism has remained dominant in part because the power elite who benefit from the policies have gained control over both public debate and policy-making. By dominating the discourse and logic regarding economic, environmental, and education decision-making, neoliberal proponents have largely succeeded in marginalizing alternative conceptions. We then use critical theory and critical geography, or ‘historical geographic materialism’, to situate communities, cities, and countries within different scales and networks and analyse current neoliberal policies. Environmentally, neoliberalism elevates the market and profit above considerations of climate change and environmental sustainability. Educationally, learning is valued primarily in terms of its contribution to economic growth. Finally, we engage in the more complicated question of what kind of world we want to live in, remembering that rather than a self-perpetuating neoliberalism in which individuals are responsible only for themselves and all decisions are supposedly made by the market, we have responsibility for our relationships with one another and our built and natural environment.
In this special issue we are also particularly concerned with the take up of neoliberal forms of globalization in schooling and higher education in cities, in both the Global North and South. There is a troubling inadequacy inherent in denoting the Global South and Global North, related most clearly to the invocation of a uni-directional, mostly paternal and exploitative set of relationships; whether these be of capital, of resources, of people, and so forth. Alternatively, following critical development studies, we might see the North and South in both politico-economic terms, pertaining to development, and in geographical terms (Riggs, 2007). As such an important conceptual framework for dealing with ideas of the North and South is the mutually constitutive nature of notions such as the global and local (Massey, 2005; M.P. Smith, 2001), especially the relationship to neoliberalism and space (Peck & Tickell, 2002). Understanding contemporary challenges to education in a globalized world requires attendance to space and place, and to scale; the global, national, regional, local (Robertson, 2000; Thiem, 2009), and to concepts and phenomena such as transnationalism that complicate understandings of and relations between space and place, global and local (Jackson, Crang, & Dwyer, 2004). The papers in this special issue, while not explicitly taking up spatial theorizing, nonetheless speak to a complicating of the global as producing the local, and correspondingly of the local (usually conflated with place) as always the ‘victim’ of the global (Massey, 2005). The papers in this special issue provide empirical and conceptual interventions that speak more to complex, relational understandings of neoliberal globalization. A relational understanding posits that: local places are not simply always the victims of the global; nor are they always politically defensible redoubts against the global. Understanding space as the constant open production of the topologies of pow
But, just as academics have, for years, sought to critically interrogate texts as part of the classroom, working with students to deconstruct and decode articles, poems, plays, novels, non-fiction books, films, games, and more, we would argue that technology also has become a text, one which plays a central role in our lives and that of our students. What is the relationship between a critically engaged activism, pedagogy, and technology? What does radical teaching with technology look like? How do we, as radical teachers, ensure that we and our students are shaping the content and meaning of technology rather than just being shaped by it? Teaching today, from K-12 through graduate school, is ubiquitously tied to digital technology, and the call to make it more so grows. Institutional resources are increasingly directed toward classroom digital initiatives. The “digital divide” discourse, abandoned for a while