Nod Miller

Flis Henwood

Felicity Henwood

Cyborg Lives? is a groundbreaking collection of women?s autobiographical accounts of everyday relationships with technology. The ?technobiographies? presented here describe encounters with technology ranging from CDROMS and web pages to science laboratories, ante-natal screening, nuclear power and applicances in the home. These very personal stories offer insight into lived experience where gender intersects with class, ethnicity, nationality, sexuality, generation, and subcultural identity in shaping technological encounters.Cyborg Lives? uses Donna Haraway's now well-known cyborg metaphor to examine the centrality of technology to daily life. The result is a series of fascinating life-stories that stimulate thinking about the ways that technology intersects with ordinary, everyday experieces. The volume asserts that, in the twenty-first century, technology is an intrinsic part of our subjectivity - whether we like it or not.Cyborg Lives? is written in an accessible way, while at the same time reflecting a range of sophisticated theoretical perspectives. The book will be of interest both to new students and experienced researchers, and will become an invaluable resource in the fields of women's and gender studies, auto/biography, sociology, literature, and cultural, technology and communication studies.Details: www.rawnervebooks.co.uk/cyborglives.html

Women's Technobiographies

Cyborg Lives?

David Boud

Every day we are confronted with problems and challenges which we address by drawing on our experience and by using this experience to find ways of learning what to do in new circumstances. Learning through experience is the normal, commonplace approach to learning and we take it for granted. Whilst much is known about teaching and being taught, far less attention has been given to learning in context - in particular, to learning outside the classroom. Yet this is in fact where most learning takes place. One possibly neglected area is the role which people, other than the learner, play in facilitating learning. This role is undertaken not only by teachers, trainers, parents and counsellors, but also by managers, supervisors, care-givers and friends. This book brings together the experiences of a number of practitioners, who write from often strongly contrasting perspectives. Such perspectives include feminism, Marxism, critical pedagogy, post-modernism and Gestalt, humanistic, clinical and transpersonal psychology.

Animating Learning

Working with Experience

Sally Wyatt

Peter Senker

Technology and In/equality explores the diverse implications of the new information and communication technologies through case studies of their applications in three main areas - media, education and training, and work. Questions of access to and control over crucial resources such as information, knowledge, skills and income ae addressed drawing upon insights from science and technology studies, innovation theory, sociology and cultural studies. All of the chapters question the meanings of the terms 'technology' and 'inequality' and of the widespread association of technology with progress. Written with a non-specialist readership in mind, all complex theories and key concepts are carefully explained making the book easily accessible and relevant to a wide range of courses.

Questioning the Information Society

Technology and In/equality

Richard Edwards

Nick Small

Alan Tait

This volume of the Open University Reader for Supporting Lifelong Learning looks at policy development in lifelong learning at local, regional, national and supra-national levels. Using an international team of contributors, it explores and examines the policy context for lifelong learning, the policies themselves, and their effects when implemented. The book focuses on the role of lifelong learning policy in relation to issues of competitiveness, technological change and social inclusion. The provision of a range of chapters from around the globe uniquely establishes a comparative basis for the reader. This volume also encourages the student to evaluate lifelong learning as a response to globalising trends and the globalising of educational policy.

Volume III: Making Policy Work

Supporting Lifelong Learning

Nod Miller

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