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While all oppressions are equal, some are more equal than others. This statement, borrowed from George Orwell's Animal Farm and written and marinated to fit within and without our call for ethical research, helps us to see how contemporary research processes are singular and fail to account for the complex histories, realities and values of marginalized communities. Such a failure to account and re/member has had massive symbolic and material consequences on marginalized communities, illustrated by the number of deaths we continue to witness everyday. Those deaths have been sanctioned and authorized by the ways in which we come to know what we know and how that is imprinted in our policies and everyday existence. This book looks at knowledge production as a process of giving an account of those losses, in ways that help knowledge production to be a mechanism of remembering (cognitive) and re/membering (communi/ity or bring together/solidarity/ a form of epistemological and ontological demonstration). Ethical knowledge production becomes a process of relationship that remembers the histories, values and realities of people in ways that are transformative and political. Such an expression fails to arrive at an end, and rather recognizes knowledge production as endless production of knowledge. Such a process goes against neoliberal mechanism of commodifying knowledge for sale in the market. This edited collection attempts to engage with current qualitative research methodologies and approaches from a critically and ethically reflexive standpoint. This work seeks to unravel colonial practices that continue to hide within qualitative approaches in ways that invite a new reimagining of working within and without qualitative method/ologies. This edited collection therefore seeks to bring to the fore the lived experiences of the studied to their storied life in ways that are ethically and politically congruent. This work therefore seeks to bring forth Foucault's subterranean narratives steeped in contexts and experiences that can critically invert the dominant (colonial, capitalist, state) practices in existing research.

We live in a society that promotes the universal process of producing knowledge and truth making as fundamental social process. Such promotion of universality seems to subjugate others forms of knowing rendering them invisible, unintelligible, and ineligible and subsequently outside the community of knowing. This has material and symbolic consequences in terms of how research informs policy and subsequent victimization of those who live, and experience subjugation meted by Western truth making universalism. In the words of Foucault, this book is an insurrection of subterranean and clandestine knowledges in ways that provide not just an alternative process of knowledge production but affirms local knowledge as necessary in production of a just society. The book looks at research as a social justice and transformational process that should speak of people's ways of live without necessarily streamlining them into numbers. The book is a critically reflexive project in terms of returning processes of knowledge production to the local space rather than imagining them as entirely centred in the structure. To imagine this book as reflexive exercise is to break boundaries of knowledges in ways that come to imagine how local performs global in very complicated and complex ways. This book is a resurrection of local knowledges steeped in creative and imaginative reflexive methodologies that come to reorient how we come to know what we know, the values and realities that mark what we know and the how of knowledge production. It centres subjugated voices and knowledges as fundamental in production of knowledge. Contributors include: Katie Bannon, Elizabeth Charles, Khulood Agha Khan, Dionisio Nyaga, Fritz Pino, and Rose Ann Torres.

The theme of Collective Capacity Building (CCB) is a comprehensive one, resonating with the complexity of the knowledge society. Such complexity requires contributions of a wide range of scientists, for a multidimensional understanding. Thus, philosophers, economists, educationalists, sociologists, political scientists, psychologists, scientists from Romania, Germany, Spain, Serbia, Greece, Cyprus, Latvia and Sweden have come together in Collective Capacity Building: Shaping Education and Communication in Knowledge Society. Their choice to discuss current societal challenges in different fields, in a transdisciplinary and interdisciplinary manner, illustrates how communication, education, interaction, identity, science, professionalization and others are (re)shaped nowadays. As it is increasingly evident that the challenges of a knowledge-based society are more resilient to traditional approaches and the new focus is on how to regulate new skills and capacities, the contributions propose a more stimulating reflection and dialogue on how CCB can foster progress in some of the most intricate educational, social, cultural, geopolitical and economic issues today. In light of this, the contributors have addressed the following questions: How can we define collaboration in communication and educational theory and practice? What are the tools and the rules adopted by CCB in various practical contexts? How can researchers develop their theoretical perspective on CCB after their thorough investigation of current and complex educational issues and societal challenges?

Learning in the Age of Digital Reason contains 16 in-depth dialogues between Petar Jandrić and leading scholars and practitioners in diverse fields of history, philosophy, media theory, education, practice, activism, and arts. The book creates a postdisciplinary snapshot of our reality, and the ways we experience that reality, at the moment here and now. It historicises our current views to human learning, and experiments with collective knowledge making and the relationships between theory and practice. It stands firmly at the side of the weak and the oppressed, and aims at critical emancipation. Learning in the Age of Digital Reason is playful and serious. It addresses important issues of our times and avoids the omnipresent (academic) sin of pretentiousness, thus making an important statement: research and education can be sexy.Interlocutors presented in the book (in order of appearance): Larry Cuban, Andrew Feenberg, Michael Adrian Peters, Fred Turner, Richard Barbrook, McKenzie Wark, Henry Giroux, Peter McLaren, Siân Bayne, Howard Rheingold, Astra Taylor, Marcell Mars, Tomislav Medak, Ana Kuzmanić, Paul Levinson, Kathy Rae Huffman, Ana Peraica, Dmitry Vilensky (Chto Delat?), Christine Sinclair, and Hamish Macleod.

In The Circulation of Knowledge Between Britain, India and China, twelve scholars examine how knowledge, things and people moved within, and between, the East and the West from the early modern period to the twentieth century. The collection starts by looking at the ways and means that knowledge circulated, first in Europe, but then beyond to India and China. It engages the knowledge and encounters of those Europeans as they moved across the globe. It participates in the attempt to open up more nuanced and balanced trajectories of colonial and post-colonial encounters. By focusing on exchange, translation, and resistance, the authors bring into the spotlight many'bit-players'and things originally relegated to the margins in the development of late modern science. Contributors include Karen Smith, Larry Stewart, Savrithri Preetha Nair, Jan Golinski, Arun Bala, Jonathan Topham, Khyati Nagar, Yang Haiyan, Fa-ti Fan, Grace Yen Shen, Jahnavi Phalkey, Veena Rao, and Sundar Sarukkai.

The Age of Knowledge emphasizes that the ongoing transformations of knowledge, both within universities and for society more generally, must be understood as a reflection of the larger changes in the constitutive social structures within which they are invariably produced, translated and reproduced. As the development of knowledge continues to be implicated in the habitual practices of the human social enterprise, visualizing these alterations requires the consideration of the social and materialistic contexts informing these transformations. This is necessary because the process of globalization has not only created new challenges for societies but has also unleashed a new political economy of knowledge within which different institutions must re-affirm their identity and place.

This book presents an entirely new perspective on professional learning and knowledge based on perspectives on the knowledge society and in particular an interpretation of Knorr Cetina's work on scientific ‘Epistemic cultures'. Starting with a conceptual chapter and followed by a suite of empirical studies from accountancy, education, nursing and software engineering, the book elaborates how a) how knowledge production and circulation take distinct forms in those fields? b) how the knowledge objects of practice in those fields engross and engage professionals and, in the process, people and knowledge are transformed by this engagement. By foregrounding an explicit concern for the role of knowledge in professional learning, the book goes much farther than the current fashion for describing ‘practice-based learning'. It will therefore be of considerable interest to the research, policy, practitioner and student communities involved with professional education/learning or interested in innovation and knowledge development in the professions.

Globalization, modernization and colonialism have played a pivotal role in the social transformation of Southeast Asian societies. The essays in this volume examine three aspects of this transformation: social change and development, the role of intellectuals, religion and cultural values. The volume honours the distinguished Malaysian sociologist Syed Hussein Alatas and his seminal contributions to the sociology of Southeast Asian societies. They have been written by his present and former colleagues, friends and students. Their contributions, reflect, complement and extend the influence of his ideas on contemporary research and social science scholarship.