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An examination of curriculum innovations that are shaped by new ideas about digital media and learning.Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum. In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age. Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future.The curriculum initiatives are all examples of what Williamson calls "centrifugal schooling," expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections. In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures. Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations. Among the curriculum innovations Williamson examines are High Tech High, a charter school network in San Diego that integrates technical and academic education; Opening Minds, a "competence-based" curriculum used in 200 British secondary schools; and Quest to Learn, a "school for digital kids" in New York City (with a sister school in Chicago). He also describes two major partnerships: the Partnership for 21st Century Skills, which advocates for "21st century readiness" for American students; and the Whole Education Alliance in Britain, a network of "third sector" educational organizations.

Education --- Curriculum planning. --- Digital media. --- Curricula. --- Effect of technological innovations on. --- Electronic media --- New media (Digital media) --- Mass media --- Digital communications --- Online journalism --- Technological innovations --- Curriculum development --- Instructional systems --- Planning --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Curricula --- Design --- EDUCATION/Digital Media & Learning --- EDUCATION/General

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Explores of social justice, citizenship, and community in the context of data-driven urbanismInvestigates critical issues of social justice, citizenship and community in the context of the powerful economic rationales of data-driven urban developmentMakes a theoretical contribution towards framing social justice from the perspective of the datafied cityDocuments new case studies and exposes new avenues for research across social justice, critical data studies, education and politicsData Justice and the Right to the City engages with theories of social justice and data-driven urbanism. It explores the intersecting concerns of data justice - both the harms and civic possibilities of the datafied society – and the right to the city - a call to redress the uneven distribution of resources and rights in urban contexts. These concerns are addressed through a variety of topics: digital social services, as cities use data and algorithms to administer to citizens; education, as data-driven practices transform learning and higher education; labour, as platforms create new precarities and risks for workers; and activists who seek to make creative and political interventions into these developments. This edited collection proposes frameworks for understanding the effects of data-driven technologies at the municipal scale and offers strategies for intervention by both scholars and citizens.

POLITICAL SCIENCE / Human Rights. --- Political science.