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This book contributes to the foundations of a critical theory of communication as shaped by the forces of digital capitalism. One of the world's leading theorists of digital media Professor Christian Fuchs explores how the thought of some of the Frankfurt School’s key thinkers can be deployed for critically understanding media in the age of the Internet. Five essays that form the heart of this book review aspects of the works of Georg Lukács, Theodor W. Adorno, Herbert Marcuse, Axel Honneth and Jürgen Habermas and apply them as elements of a critical theory of communication's foundations. The approach taken starts from Georg Lukács Ontology of Social Being, draws on the work of the Frankfurt School thinkers, and sets them into dialogue with the Cultural Materialism of Raymond Williams.Critical Theory of Communication offers a vital set of new insights on how communication operates in the age of information, digital media and social media, arguing that we need to transcend the communication theory of Habermas by establishing a dialectical and cultural-materialist critical theory of communication.It is the first title in a major new book series 'Critical Digital and Social Media Studies' published by the University of Westminster Press.

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This book seeks to pose and explore a question that sheds light on the contested but largely cooperative nature of Arctic governance in the post-Cold War period: how does power matter – and how has it mattered – in shaping cross-border cooperation and diplomacy in the Arctic? Each chapter functions as a window through which power relations in the Arctic are explored. Issues include how representing the Arctic region matters for securing preferred outcomes, how circumpolar cooperation is marked by regional hierarchies and how Arctic governance has become a global social site in its own right, replete with disciplining norms for steering diplomatic behaviour. This book draws upon Russia’s role in the Arctic Council as an extended case study and examines how Arctic cross-border governance can be understood as a site of competition over the exercise of authority.

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Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning

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The focus of this publication is on answering the central research question: How can Human Rights be advanced with regard to different kinds of diversities, and in different educational settings? The publication pays special attention to the advancement of human rights in a variety of education-related contexts, in keeping with human rights as a declared national priority for both society at large and the education system. One strategic priority of the Faculty of Education is research based on market requirements and needs. This book strives towards meeting this expectation by directly aiming at building human rights and social justice in the South African society, public schools and higher education institutions. Adjudication in the education context of the constitutional values of dignity, equality and freedom focusses regularly on learners. The book highlights the value of education for full-fledged citizenship by delineating what schooling should entail to inspire learners towards both claiming equal freedoms and rights and taking accountability for the responsibilities attached to citizenship.

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This book places tipping points in their scientific, economic, governmental, creative, and spiritual contexts. It seeks to offer a comprehensive set of interpretations on the meaning and application of tipping points. Its contribution focuses on the various characterisations and metaphors of tipping points, on the scope for anticipating their onset, the capacity for societal resilience in the face of their impending arrival, and for better ways of communicating and preparing societies, economies, and governments for accommodating them, and hence to turn them into responses which buffer and better human well-being. Above all, the possibility of preparing society for creative and benign ‘tips’ is a unifying theme. The conclusion is sombre but not without hope. Thresholds of profound change can combine earth system-based relatively abrupt shifts with human-caused alterations of these disturbed patterns which, coupled together, produce more rapid onsets and greater tensions and stresses for governments and economies, as well as socially unequal societies. There is still time to predict and address these thresholds but too much delay will make the task of accommodation very difficult to achieve with relevant-scale community support. There are many examples of adaptive resilience throughout the world. These should be identified, supported, and emulated according to cultural acceptance and emerging economic realities. But there is no guarantee that the necessary adjustments can be made in time, as emerging patterns of outlook and governance do not appear to be conducive to manage the very awkward transitions of appropriate response.

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This 1888 volume showcased Butler's encyclopedic knowledge of the art of Northern Italy and helped acquaint a wide English readership with the art of Tabachetti and Gaudenzio Ferrari at Varallo.

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Fungi are important components of ecosystems. Their level of diversity is very high and only lower than that of insects. This book deals with fungal diversity in the Mediterranean, a large area recognized as a biodiversity hot spot. Micro and macrofungi contribute to characterizing many environments, both terrestrial and marine, in which they are associated with particular forest stands and also contribute to providing plant and soil nutrients. They also show potential applications in the medical and pharmaceutical fields, have a recognized nutritional and commercial value and still provide many insights to scholars in terms of description of new species and actions aimed at in situ and ex situ conservation.

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History, Power, Text: Cultural Studies and Indigenous Studies is a collection of essays on Indigenous themes published between 1996 and 2013 in the journal known first as UTS Review and now as Cultural Studies Review. This journal opened up a space for new kinds of politics, new styles of writing and new modes of interdisciplinary engagement. History, Power, Text highlights the significance of just one of the exciting interdisciplinary spaces, or meeting points, the journal enabled. ‘Indigenous cultural studies’ is our name for the intersection of cultural studies and Indigenous studies showcased here. This volume republishes key works by academics and writers Katelyn Barney, Jennifer Biddle, Tony Birch, Wendy Brady, Gillian Cowlishaw, Robyn Ferrell, Bronwyn Fredericks, Heather Goodall, Tess Lea, Erin Manning, Richard Martin, Aileen Moreton-Robinson, Stephen Muecke, Alison Ravenscroft, Deborah Bird Rose, Lisa Slater, Sonia Smallacombe, Rebe Taylor, Penny van Toorn, Eve Vincent, Irene Watson and Virginia Watson—many of whom have taken this opportunity to write reflections on their work—as well as interviews between Christine Nicholls and painter Kathleen Petyarre, and Anne Brewster and author Kim Scott. The book also features new essays by Birch, Moreton-Robinson and Crystal McKinnon, and a roundtable discussion with former and current journal editors Chris Healy, Stephen Muecke and Katrina Schlunke.