Bu makale, İstanbul’daki yeni Artİstanbul Feshane sergi mekânının açılışını çevreleyen gelişmeler... more Bu makale, İstanbul’daki yeni Artİstanbul Feshane sergi mekânının açılışını çevreleyen gelişmelerden ve bu gelişmelere verilen tepkilerden yola çıkmaktadır. Bu tepkilerin bazıları böyle bir sanat mekânının açabileceği olasılıkları görerek coşkulu davranırken; diğer tepkiler, özellikle muhafazakâr, İslamcı protestocu gruplarınkiler olmak üzere eleştirel olmuştur. Tartışma, temel meseleleri şehrin ve daha genel olarak Türkiye’nin daha geniş politikaları bağlamında incelemeyi amaçlamaktadır. Günümüzün ideolojik iklimine, yeni milliyetçi önceliklerle uyumlu bir ulusal kimlik kaygısının hakim olduğu savunulmaktadır. Bunun merkezinde, bu siyaseti bilgilendiren fetih ideolojisine yapılan vurgu yer almaktadır. Bu eğilimi tartışan makale, metropol bağlamına vurgu yapmakta ve kentsel siyasetle ilgili konuları açmaya çalışmaktadır. Ulusal tahayyülle ilişkilendirilen kültürel kapanma mantığına karşı, sanat pratiği ve politikasında açık bir gündem - bir olasılık alanı haline gelen varoluşsal bir...
So far we have concentrated, in this part of the book, on the relationship of the education syste... more So far we have concentrated, in this part of the book, on the relationship of the education system to the world of industry and business. We have focused on the changing nature of this relationship in the context of a broad shift from a Fordist to a neo-Fordist regime of capital accumulation. In this chapter our concern is with the implications of this transformation for the prevailing power relations in society. The emergence of neo-Fordism, we shall argue, is closely associated with changes in the form and modality of social control. Of course, the control dimensions of education are related to the economy since the latter depends upon an adequate machinery of social discipline and control as its precondition. However, this does not mean that relations of power are simply subordinate to, and functional for, economic needs: we recognise that the relationship is complex and difficult and, indeed, a contentious matter in social theory to which we cannot do justice here. Our aim is, more modestly, to explore changes in the nature of education as a system of discipline and control, and to signal moves towards synchronisation of these changes consequent upon the transition to neo-Fordism.
The two previous chapters have demonstrated that education is set to undergo decisive changes in ... more The two previous chapters have demonstrated that education is set to undergo decisive changes in the 1980s. The direction in which this change is heading is also clear: schools, colleges and universities are en route to being more closely involved with the ‘real world’ that graduates will be better equipped to play a full part in the wider society. A new mood, backed by funding strategies and organisational rearrangements, is evident in the education system: course design gives greater credence to the ‘needs of industry’, ‘work experience’ has taken on an urgency in curriculum development, and local businesses are invited into classrooms where their views on course form and content are solicited so that the school’s products can better suit the requirements of employers.
So far we have concentrated, in this part of the book, on the relationship of the education syste... more So far we have concentrated, in this part of the book, on the relationship of the education system to the world of industry and business. We have focused on the changing nature of this relationship in the context of a broad shift from a Fordist to a neo-Fordist regime of capital accumulation. In this chapter our concern is with the implications of this transformation for the prevailing power relations in society. The emergence of neo-Fordism, we shall argue, is closely associated with changes in the form and modality of social control. Of course, the control dimensions of education are related to the economy since the latter depends upon an adequate machinery of social discipline and control as its precondition. However, this does not mean that relations of power are simply subordinate to, and functional for, economic needs: we recognise that the relationship is complex and difficult and, indeed, a contentious matter in social theory to which we cannot do justice here. Our aim is, more modestly, to explore changes in the nature of education as a system of discipline and control, and to signal moves towards synchronisation of these changes consequent upon the transition to neo-Fordism.
ABSTRACT TELECOMMUNICATIONS IN TRANSITION: MANAGING BUSINESS AND REGULATORY CHANGE edited by Rich... more ABSTRACT TELECOMMUNICATIONS IN TRANSITION: MANAGING BUSINESS AND REGULATORY CHANGE edited by Richard H.K. Vietor and Davis Dyer (Cambridge, MA: Harvard Graduate School of Business Administration, 1986—$25.00, paper)
Bu makale, İstanbul’daki yeni Artİstanbul Feshane sergi mekânının açılışını çevreleyen gelişmeler... more Bu makale, İstanbul’daki yeni Artİstanbul Feshane sergi mekânının açılışını çevreleyen gelişmelerden ve bu gelişmelere verilen tepkilerden yola çıkmaktadır. Bu tepkilerin bazıları böyle bir sanat mekânının açabileceği olasılıkları görerek coşkulu davranırken; diğer tepkiler, özellikle muhafazakâr, İslamcı protestocu gruplarınkiler olmak üzere eleştirel olmuştur. Tartışma, temel meseleleri şehrin ve daha genel olarak Türkiye’nin daha geniş politikaları bağlamında incelemeyi amaçlamaktadır. Günümüzün ideolojik iklimine, yeni milliyetçi önceliklerle uyumlu bir ulusal kimlik kaygısının hakim olduğu savunulmaktadır. Bunun merkezinde, bu siyaseti bilgilendiren fetih ideolojisine yapılan vurgu yer almaktadır. Bu eğilimi tartışan makale, metropol bağlamına vurgu yapmakta ve kentsel siyasetle ilgili konuları açmaya çalışmaktadır. Ulusal tahayyülle ilişkilendirilen kültürel kapanma mantığına karşı, sanat pratiği ve politikasında açık bir gündem - bir olasılık alanı haline gelen varoluşsal bir...
So far we have concentrated, in this part of the book, on the relationship of the education syste... more So far we have concentrated, in this part of the book, on the relationship of the education system to the world of industry and business. We have focused on the changing nature of this relationship in the context of a broad shift from a Fordist to a neo-Fordist regime of capital accumulation. In this chapter our concern is with the implications of this transformation for the prevailing power relations in society. The emergence of neo-Fordism, we shall argue, is closely associated with changes in the form and modality of social control. Of course, the control dimensions of education are related to the economy since the latter depends upon an adequate machinery of social discipline and control as its precondition. However, this does not mean that relations of power are simply subordinate to, and functional for, economic needs: we recognise that the relationship is complex and difficult and, indeed, a contentious matter in social theory to which we cannot do justice here. Our aim is, more modestly, to explore changes in the nature of education as a system of discipline and control, and to signal moves towards synchronisation of these changes consequent upon the transition to neo-Fordism.
The two previous chapters have demonstrated that education is set to undergo decisive changes in ... more The two previous chapters have demonstrated that education is set to undergo decisive changes in the 1980s. The direction in which this change is heading is also clear: schools, colleges and universities are en route to being more closely involved with the ‘real world’ that graduates will be better equipped to play a full part in the wider society. A new mood, backed by funding strategies and organisational rearrangements, is evident in the education system: course design gives greater credence to the ‘needs of industry’, ‘work experience’ has taken on an urgency in curriculum development, and local businesses are invited into classrooms where their views on course form and content are solicited so that the school’s products can better suit the requirements of employers.
So far we have concentrated, in this part of the book, on the relationship of the education syste... more So far we have concentrated, in this part of the book, on the relationship of the education system to the world of industry and business. We have focused on the changing nature of this relationship in the context of a broad shift from a Fordist to a neo-Fordist regime of capital accumulation. In this chapter our concern is with the implications of this transformation for the prevailing power relations in society. The emergence of neo-Fordism, we shall argue, is closely associated with changes in the form and modality of social control. Of course, the control dimensions of education are related to the economy since the latter depends upon an adequate machinery of social discipline and control as its precondition. However, this does not mean that relations of power are simply subordinate to, and functional for, economic needs: we recognise that the relationship is complex and difficult and, indeed, a contentious matter in social theory to which we cannot do justice here. Our aim is, more modestly, to explore changes in the nature of education as a system of discipline and control, and to signal moves towards synchronisation of these changes consequent upon the transition to neo-Fordism.
ABSTRACT TELECOMMUNICATIONS IN TRANSITION: MANAGING BUSINESS AND REGULATORY CHANGE edited by Rich... more ABSTRACT TELECOMMUNICATIONS IN TRANSITION: MANAGING BUSINESS AND REGULATORY CHANGE edited by Richard H.K. Vietor and Davis Dyer (Cambridge, MA: Harvard Graduate School of Business Administration, 1986—$25.00, paper)
Uploads
Papers by kevin robins