Sebastian Haunss demonstrates how intellectual property conflicts have brought about new cleavages in the knowledge society and new collective actors.

In Conflicts in the Knowledge Society, Sebastian Haunss demonstrates how conflicts related to the international system of intellectual property have resulted in new cleavages in the knowledge society. He argues that new collective actors have emerged from these conflicts with the ability to contest the existing dominant order. With a focus on political opportunity structures, collective action networks and framing strategies, he combines a theoretical discussion of social change in the knowledge society with empirical analyses of four recent developments: software patents in Europe, access to medicines, Creative Commons licensing and Pirate Parties.

It is a great pleasure to share with you the Springer LNCS proceedings of the Second World Summit on the Knowledge Society, WSKS 2009, organized by the Open - search Society, Ngo, http://www.open-knowledge-society.org, and held in Samaria Hotel, in the beautiful city of Chania in Crete, Greece, September 16–18, 2009. The 2nd World Summit on the Knowledge Society (WSKS 2009) was an inter- tional scientific event devoted to promoting dialogue on the main aspects of the knowledge society towards a better world for all. The multidimensional economic and social crisis of the last couple of years has brought to the fore the need to discuss in depth new policies and strategies for a human centric developmental processes in the global context. This annual summit brings together key stakeholders involved in the worldwide development of the knowledge society, from academia, industry, and government, including policy makers and active citizens, to look at the impact and prospects of - formation technology, and the knowledge-based era it is creating, on key facets of l- ing, working, learning, innovating, and collaborating in today’s hyper-complex world. The summit provides a distinct, unique forum for cross-disciplinary fertilization of research, favoring the dissemination of research on new scientific ideas relevant to - ternational research agendas such as the EU (FP7), OECD, or UNESCO. We focus on the key aspects of a new sustainable deal for a bold response to the multidimensional crisis of our times.

In this analysis of the central role that knowledge plays in our life, Nico Stehr examines the premises of existing social theory and explores the knowledge relations in advanced societies. The planned result is a significant synthesis of social theory.

The field of conflict resolution centers on relationships and ways of approaching methods for problem solving. These relationships and approaches vary deeply depending on the individual, society, and background, proving that cultural perspective is fundamental to any dispute intervention. Re-Centering Culture and Knowledge in Conflict Resolution Practice is a collection of original essays by scholars and practitioners of conflict resolution and others working in marginalized communities. The volume offers a sampling of the cultural voices essential to effective practice yet not commonly heard in the discourse of conflict resolution. The authors explore the role of culture, race, and oppression in resolving disputes. Drawing on firsthand experience and sound research, the authors address such issues as culturally sensitive mediation practices, the diversity of perspectives in conflict resolution literature, and power dynamics. The first anthology of its kind, this book combines personal narratives with formal scholarship. By melding these varied approaches, the authors seek to inspire activism for social justice in today’s multicultural society.

Urges governments to expand quality education for all, increase community access to information and communication technology, and improve cross-border scientific knowledge-sharing, in an effort to narrow the digital and "knowledge" divides between the North and South and move towards a "smart" form of sustainable human development.

This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments. Rather than focus on ad hoc peace education efforts this book investigates the need for long term, systemic approaches and innovative pedagogies.

ÔThis book by Westlund and Kobayashi emphasises the fact that the gap between urban and rural areas is no longer relevant today: all places and regions are under a strong influence from cities. The authors show in a straightforward way that the continuum between more and less urbanized places requires new types of regulations, based on innovation and local skills, and that rural policies cannot be based on agriculture only but primarily require the mobilization of local social capital links.Õ Ð AndrŽ Torre, INRA Ð Agroparistech, Paris, France ÔÒRuralÓ communities are not all resource dependent and very low-density places. Not all have people leaving in droves and no newcomers. This bookÕs theoretical arguments and case studies (from five countries) help one understand better the diversity of ÒruralÓ. We find population gainers, population losers; newcomers and long-term ÒstayersÓ together in sizable towns; Aboriginal communities where out-migration is limited. The diversity is a key dimension in the analyses of public and private action to build and maintain social capital.Õ Ð Roger E. Bolton, Williams College, US ÔThis amazingly surprising book takes the popular topic of social capital and provocatively examines the contemporary rural development issue. New social capital driven thinking and insights are applied globally from a conceptual frame and locally with examples. The way forward for both urban and rural development is achieved when the variables that define social capital are simultaneously balanced around focused development objectives. Examples show how a multidimensional view of social capital enables meaningful rural development.Õ Ð Roger R. Stough, George Mason University, US Social capital is often considered a key factor for local development. This book analyzes the role of social capital for rural areasÕ survival and development in the current age of metropolitan growth Ð an era in which urban is the norm and where rural areas must adapt to this new situation and build innovative urban-rural relations. The traditional division between ÔruralÕ and ÔurbanÕ is no longer valid in the knowledge society. Instead of being a homogeneous unit based on primary sector production, the countryside in the developed world increasingly consists of areas with very different development paths. With examples from Europe, Asia and America, the book discusses building and renewal of rural social capital from both bottom-up and top-down perspectives, and from the standpoint of business, and both the public and private sectors. Being the first book to treat social capital and rural development in the age of megacities and the knowledge economy, it will be of great benefit to academics interested in social capital research and rural development.

We are living in a defining moment, when the world in which teachers do their work is changing profoundly. In his latest book, Hargreaves proposes that we have a one-time chance to reshape the future of teaching and schooling and that we should seize this historic opportunity. Hargreaves sets out what it means to teach in the new knowledge society, to prepare young people for a world of creativity and flexibility and to protect them against the threats of mounting insecurity. He provides inspiring examples of schools that operate as creative and caring learning communities and shows how years of "soulless standardization" have seriously undermined similar attempts made by many non-affluent schools. Hargreaves takes us beyond the dead-ends of standardization and divisiveness to a future in which all teaching can be a high-skill, creative, life-shaping mission because "the knowledge society requires nothing less." This major commentary on the state of today's teaching profession in a knowledge-driven world is theoretically original and strategically powerful?a practical, inspiring, and challenging guide to rethinking the work of teaching.

This book, in conjunction with the volume CCIS 19, constitutes the refereed proceedings of theFirst World Summit, WSKS 2008, held in Athens, Greece, in September 2008. The 64 revised full papers presented were carefully reviewed and selected from 286 submissions. The papers are organized in topical sections on social & humanistic computing for the knowledge society; knowledge, learning, education, learning technologies and e-learning for the knowledge society; information technologies for the knowledge society; culture & cultural heritage - technology for culture management - management of tourism and entertainment - tourism networks in the knowledge society; government and democracy for the knowledge society.