商品描述
This volume examines the evolving role of education in contemporary geopolitical landscapes, where technological innovation, global networks, and national interests redefine its purpose. Moving beyond territorial geopolitics, it explores education as a critical asset in postdigital societies, embedded in techno-nationalist agendas and global power structures. In AI, genomics, nanotechnology, and quantum technologies, education serves dual functions: shaping epistemic authority and underpinning knowledge economies. These developments challenge paradigms of truth, consciousness, and equitable knowledge access. The chapters engage with discourses on digital sovereignty, postdigital privilege, democracy, and resistance, illustrating how education restructures global power relations. Synthesizing perspectives from geopolitics, digital transformation, and postdigital educational development, it underscores understanding education as a contested terrain where global equity, inclusion, and ethical technological governance are negotiated. This book is particularly suited for researchers of postdigital education. The Geopolitics of Postdigital Educational Development is complemented by Postdigital Education for Development, also edited by Michael A. Peters, Olivera Kamenarac, Ben Green, Petar Jandric, and Tina Besley.
商品描述(中文翻譯)
本卷探討教育在當代地緣政治環境中不斷演變的角色，在這裡，技術創新、全球網絡和國家利益重新定義了教育的目的。超越領土地緣政治，它將教育視為後數位社會中的一項關鍵資產，嵌入技術民族主議程和全球權力結構中。在人工智慧、基因組學、納米技術和量子技術領域，教育扮演著雙重功能：塑造認識論權威並支撐知識經濟。這些發展挑戰了真理、意識和公平知識獲取的範式。各章節涉及數位主權、後數位特權、民主和抵抗的論述，說明教育如何重構全球權力關係。綜合地緣政治、數位轉型和後數位教育發展的觀點，強調理解教育作為一個有爭議的領域，在這裡全球公平、包容性和道德技術治理被協商。本書特別適合研究後數位教育的學者。
《後數位教育發展的地緣政治》由Michael A. Peters、Olivera Kamenarac、Ben Green、Petar Jandric和Tina Besley共同編輯，與《後數位教育與發展》相輔相成。
作者簡介
Michael A. Peters (FRSNZ, FHSNZ, FPESA) is a globally recognized scholar whose interdisciplinary work spans philosophy of education, political economy, and ecological civilization. He holds the distinction of Emeritus Professor at the University of Illinois Urbana-Champaign, Distinguished Visiting Professor at Tsinghua University, and Research Associate in the Philosophy Program at Waikato University. A prolific author of over 120 books and 500 articles, he has shaped discourse in educational theory, philosophy, and critical policy studies worldwide, served 25 years as Editor-in-Chief of Educational Philosophy and Theory, and founded multiple international journals. Benjamin J. Green is an Assistant Professor at Teachers College, Beijing Language and Culture University, having previously lectured at Beijing Foreign Studies University and China Foreign Affairs University. He is the author of How China's System of Higher Education Works (Routledge 2023), co-editor of the Handbook of Ecological Civilization (Springer 2025), as well as over 40 international publications in SSCI and/or Scopus-indexed journals. His work on collective intelligence, higher education governance, internationalization of higher education, US-China relations, and AI-driven educational development highlights an overarching concern for co-evolutionary (human-technology-nature) systemic adaptability in the face of increasingly complex global crises. Olivera Kamenarac is a Senior Lecturer in Education at Southern Cross University, Australia. Her research intersects the sociology of education, education policy, and feminist poststructuralist and posthumanist theories of subjectivity. With academic experience across Serbia, New Zealand, Ireland, Malta, Norway, and Australia, she investigates how educational structures and discourses (re)shape possibilities for be(com)ing with/through education. Committed to social justice, her scholarship analyses education as a contested space where power, policy, and politics entangle with transformative potential. Petar Jandric is Professor and Vice-Dean at the Zagreb University of Applied Sciences, Croatia. Petar's research interests are at the postdisciplinary intersections between technologies, pedagogies, and the society, and research methodologies of his choice are inter-, trans-, and antidisciplinarity. He is the Editor-in-Chief of Postdigital Science and Education journal, Postdigital Science and Education book series, and Encyclopedia of Postdigital Science and Education. His recent books include Postdigital Research: Genealogies, Challenges, and Future Perspectives (2023) and Constructing Postdigital Research: Method and Emancipation (2023).
Tina Besley (FRSA, FPESA, FAVP) is Visiting Professor, School of Education, Tsinghua University and was Distinguished Professor, Beijing Normal University (2018-2024). Previously Professor and Associate Dean International, University of Waikato, Tina is past president of Philosophy of Education Society of Australia, and founding president of the Association for Visual Pedagogies. Her research draws on Foucault's later work on subjectivity, free speech and governmentality, and explores policy, ethics, identities and interculturalism. Tina works closely with Michael A. Peters and many international scholars, publishing over 30 books, and numerous journal articles.
作者簡介(中文翻譯)
邁克爾·A·彼得斯（FRSNZ, FHSNZ, FPESA）是一位全球公認的學者，其跨學科的研究涵蓋教育哲學、政治經濟學和生態文明。他擔任伊利諾伊大學香檳分校的名譽教授、清華大學的特聘訪問教授，以及懷卡托大學哲學項目的研究助理。他是120多本書籍和500篇文章的多產作者，對全球教育理論、哲學和批判政策研究的討論產生了深遠影響，並擔任《教育哲學與理論》期刊的主編長達25年，創辦了多個國際期刊。 本傑明·J·格林是北京語言文化大學教師學院的助理教授，曾在北京外國語大學和中國外交學院任教。他是《中國高等教育體系運作方式》（Routledge 2023）的作者，《生態文明手冊》（Springer 2025）的共同編輯，以及在SSCI和/或Scopus索引期刊上發表了40多篇國際論文。他的研究涉及集體智慧、高等教育治理、高等教育國際化、中美關係以及基於人工智慧的教育發展，強調在日益複雜的全球危機面前，人類、技術和自然的共演化系統適應性的重要性。 奧利維拉·卡門納拉克是澳大利亞南十字星大學的高級講師。她的研究交叉於教育社會學、教育政策以及女性主義後結構主義和後人類主義的主體性理論。她在塞爾維亞、新西蘭、愛爾蘭、馬爾他、挪威和澳大利亞的學術經驗使她能夠研究教育結構和話語如何（重新）塑造通過教育成為的可能性。她致力於社會正義，並分析教育作為一個充滿爭議的空間，在這裡權力、政策和政治與變革潛力交織在一起。 彼得·揚德里奇是克羅地亞薩格勒布應用科學大學的教授及副院長。彼得的研究興趣位於技術、教學法和社會之間的後學科交叉點，他所選擇的研究方法論包括跨學科、超學科和反學科。他是《後數位科學與教育》期刊、《後數位科學與教育》書系及《後數位科學與教育百科全書》的主編。他最近的著作包括《後數位研究：系譜、挑戰與未來展望》（2023）和《構建後數位研究：方法與解放》（2023）。
蒂娜·貝斯利（FRSA, FPESA, FAVP）是清華大學教育學院的訪問教授，曾任北京師範大學的特聘教授（2018-2024）。她曾是懷卡托大學的教授及國際副院長，並擔任澳大利亞教育哲學學會的前任會長，以及視覺教學協會的創會會長。她的研究基於福柯後期的主體性、言論自由和治理的工作，探索政策、倫理、身份和跨文化主義。蒂娜與邁克爾·A·彼得斯及多位國際學者密切合作，出版了30多本書籍和多篇期刊文章。
