Intermediaries and imaginaries in the cultural and creative industries

This paper conducts an historical and conceptual review of the idea of ‘cultural intermediaries’ and sets up a contrast between the cultural and creative industries. It draws on theorizations of ‘economic imaginaries’ and reconstructs the respective imaginaries of cultural and creative industries. It suggests that the former was organized around the culturalization of the economy and the second around the economization of culture. Nevertheless, there are complicities between them, not least in the contention that a new set of economic developments would redeem the traditional promises of culture.

Contingent Participation: Imaginaries of Sustainable Technoscientific Innovation in the EU

Citizen participation is often valorised in the governance of areas of high scientific uncertainty at national, international and supranational levels. This chapter considers citizen or public participation in the specific area of the EU’s agenda on sustainable development as it increasingly frames technoscientific innovation and development. Specifically, the chapter focuses on just one underexplored aspect of the conditions of possibility for participation: imaginaries. These include how the EU imagines its engagement, responsibilities and identity in relation to the specific area, including the knowledges that are constructed and used in decision-making, and by implication the role of citizen or public participation.

The discussion draws on an analysis of the social and technoscientific imaginaries found in legal, regulatory and policy discourses. These construct the frame of sustainable development and build a link between it and technoscientific innovation and development. By attention to imaginaries as one aspect of the frame, the chapter highlights the centrality of, and main interactions between, sustainable development in the inscription and potential disruption of the normative and programmatic background for the operationalisation of technoscientific innovation. These insights are used to highlight how imaginaries constitute a crucial aspect of the conditions of possibility for participation: determining who has to participate in decision-making through configurations of ‘citizen’ or ‘public’, how, why, and which outcomes are to be achieved by that participation.

Just 'good and bad news'? Disciplinary imaginaries of head teachers in Australian and English print media

Australian and English print media are actively engaged in producing reports that claim to find the 'best schools', the 'real state of education', and 'star head teachers'. This article considers the production of knights and dames, maverick heads and struggling schools. It argues that some of these stories are clearly the products of departmental press bureau activities and policy agendas. It shows, however, that even those stories intended to critique government policy support paradoxically a notion of the singular importance of the headship and the virtues of heroic leadership. It is suggested that the simulacrum of the heroic head works as a normative disciplinary device for performative and market practices and is singularly off-putting to both serving and aspirant school leaders.

Global education, travel and new imaginaries for teachers' work

This study investigated how teachers‘ knowledge and identities are influenced through their experience of travel. Understanding how teachers make meaning from and respond to travel revealed aspects of knowledge creation and identity formation. Set within contexts of globalisation, the study also investigated global education through analysis of changing definitions and meanings by taking an historical stance.
Through qualitative methodology semi-structured interviews were conducted with two teachers who had recently been on a study tour. The other form of data collection included a collection of four ‗travel‘ stories written by the researcher. The social imaginary was the concept employed to explain and analyse the impact of travel on teachers work and lives.

This small case study of three participants provided a depth of responses to the following three research questions.
1. What is global education?
2. How does the experience of travel shape teachers‘ work and identities?
3. How does teachers‘ work reconfigure global education?
The findings from this study revealed that global education has shifted from a position of marginality in curriculum and teaching practices to a more central location in education policies. The analysis of participants‘ responses to travel as a feature of globalisation, revealed new knowledge, additional teaching pedagogies and greater awareness of stereotypes both held and disclosed from students. The practices and thinking described by participants were consistent with calls for greater cosmopolitan teaching.

This study contributed understanding about how teachers embed global imaginaries in their teaching. This in turn builds understanding around how globalisation is reshaping local contexts and individuals‘ thinking and being. The findings challenge global education as a discrete framework and suggest teachers‘ experiences as influential on education now in a global world. The study confirms that globalisation is reshaping educators‘ work and lives towards a global education.

Global education : travel and new imaginaries for teachers' work

This workshop reports on Learning across Latitude - a trans-national collaborative project that joined teacher education students from Australia, Denmark and Malaysia. The project offered a unique opportunity for students to explore concepts and dialogue with their teacher education peers in three countries. Over a two week period, 116 students in 13 forums posted 365 messages into a forum space hosted by Deakin University. 
During week 1, students introduced themselves to each other and discussed their reasons to become teachers, qualities of a good teacher and the issues facing teaching in their country. Because many students life experiences are local in experience such a project expands notions of being a teacher in a global world. Student’s responses to qualities of a good teacher were analysed to build knowledge of global teacher identities.
During week 2 students discussed what it means to be a good citizen in their country. How is citizenship as a concept explained across three countries? In the virtual discussions for Malaysian and Danish students, English was a second language. These forums opened new awareness for all students of the challenges of conversing with English as second language students.
This project illustrated that the changing contexts of education and globalisation means new opportunities and challenges for teacher education at local and global levels. Implications from Learning across Latitudes suggest possibilities for teacher education to build global citizenship, and teacher identities as technology enables such possibilities.

Global education: travel and new imaginaries for teachers' work

This book confirms that globalisation is reshaping educators’ work and lives towards a more global education. Understanding how teachers make meaning from and respond to travel revealed aspects of knowledge creation and identity formation. Set within contexts of globalisation, the study investigated global education through analysis of changing definitions and meanings by taking an historical stance. Teachers revealed that their study tour created new knowledge, teaching pedagogies and greater awareness of stereotypes both held and disclosed from students. The practices and thinking described by participants were consistent with calls for greater cosmopolitan teaching. A collection of ‘travel’ stories written by the author are included. The book sheds light on how teachers embed global imaginaries in their teaching. This in turn builds understanding around how globalisation is reshaping local contexts and individuals’ thinking and being. The findings challenge global education as a discrete framework and suggest teachers’ experiences as influential on education now in a global world.

Future Brazilian teachers imaginaries about physics teaching in adults education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)