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The concept of Third Space is offered as a way of exploring the knowledges, relationships, legitimacies and languages that characterise those who work in less boundaried roles, and the implications of these developments for both individuals and institutions. The ability to problematise and accommodate a series of paradoxes and tensions, for instance between formal and more open-ended structures and relationships, would appear to be at the heart of working in Third Space. Individuals also grapple with the fact that Third Space can, at one and the same time, be a safe haven for experimentation and creativity, and also a risky space in which there is likely to be contestation and uncertainty.

The text is addressed to professional and academic staff who, by design or default, for long or short periods, find themselves working in Third Space environments; to those to whom such staff may be responsible, including senior management teams; and also to researchers interested in changing identities in higher education.

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The rise of ‘Third Space’ professionals appeared first on PaiBros.in.

Education and the Culture of Consumption raises many questions about personalisation which policy-makers seem prone to avoid:

Why, now, are we concerned about personalisation?

What are its theoretical foundations?

What are its pedagogical, curricular and organisational consequences?

What are the consequences for social justification of personalisation?

Does personalisation diminish the socialising function of the school, or does it simply mean that the only thing we share is that we have the right to personalised service?

All this leads the author to consider an important question for education: does personalisation mark a new regulatory code for education, one which corresponds with both the new work-order of production and with the makeover-prone tendencies of consumers?

The book will be of great interest to postgraduate students and academics studying in the fields of education policy and the social foundations of education, and will also be relevant to students studying public policy, especially health care and social care, and public management.

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According to David Thornburg, we are on the cusp of a completely new era. The conventions of interoffice hierarchies, deskbound workers, and long-term employment contracts will quickly give way to a “telematic” model of work, in which workers are free to hop from client to client and country to country at the speed of a DSL connection.

Today’s curriculum is predicated on yesterday’s realities, and must be reexamined to better reflect the digital age. This book explores

*The foundations of the future economy,
*The characteristics needed to succeed in the emerging world, and
*The changes we need to make in education to ensure that all students leave school prepared to face the challenges of a redefined world.

The New Basics: Education and the Future of Work in the Telematic Age provides an in-depth discussion of the skills necessary for professional success in the coming years, along with strategies on how best to teach them in the classroom. Filled to capacity with visionary observations, practical suggestions for innovative instruction, and engaging discussions of the historical precedents for remodeled curriculum, this book is essential for those seeking to address the pressing issues of the new millennium.

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