Titlebook: Rethinking US Education Policy; Paradigms of the Kno Daniel Araya Book 2015 Palgrave Macmillan, a division of Nature America Inc. 2015 dial

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Introduction,ganization for Economic Cooperation and Development (OECD, 1997) suggests, economic activities are now closely linked to education. Innovation-driven economies are said to be dependent upon smooth flows of knowledge (both tacit and codified) and investments in “adoption capability” (or the knowledge

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The Knowledge Economy in Context,uth is that the discourses on KE are interwoven with much older intellectual threads forming across a range of disciplines (Peters, 2001). Shaped by various theories on the evolution of capitalism, KE emerges from a kind of discursive mosaic that is strongly linked to associated notions of “knowledg

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Migratory

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The Knowledge Economy in Dialogue,that are now remaking postindustrial societies. Despite narrow and often monolithic readings of KE, there remain open questions about the kind of education that will best serve students in the twenty-first century. Indeed, rather than simply one “knowledge economy,” there are in fact many conflictin

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Rethinking US Education Policy,lar discourse on educational reform. More specifically, I suggest that educational reform policies are based upon contradictory readings of the knowledge economy. More than mere philosophies of economy, these “paradigms” of KE represent overlapping ontologies that seek to define and explain an exten

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US Education Policy as Economic Policy, enhance worker performance and improve productivity by investing in skills and training. Economists began using the metaphor of “capital” (a long-standing concept in economics) to explain the role of education and training in advancing economic performance.

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The Knowledge Economy in Context,b). Overlapping discussions on the “information age” and the “information society,” KE elides with conceptual discussions on postindustrialism and the rising importance of knowledge-based production and consumption.

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