The rise of agrarian capitalism in Britain is usually told as a story about markets, land, and wages. This study reveals that it was also about books, knowledge and expertise, challenging the dominant narrative of an agricultural 'enlightenment' and showing how farming books appropriated traditional knowledge in pre-industrial Britain.

Enclosure marshals bold new arguments about the nature of the conflict in Israel/Palestine. Gary Fields examines the dispossession of Palestinians from their land—and Israel’s rationale for seizing control of Palestinian land—in the contexts of a broad historical analysis of power and space and of an enduring discourse about land improvement. Focusing on the English enclosures (which eradicated access to common land across the English countryside), Amerindian dispossession in colonial America, and Palestinian land loss, Fields shows how exclusionary landscapes have emerged across time and geography. Evidence that the same moral, legal, and cartographic arguments were used by enclosers of land in very different historical environments challenges Israel’s current claim that it is uniquely beleaguered. This comparative framework also helps readers in the United States and the United Kingdom understand the Israeli/Palestinian conflict in the context of their own histories.

The increasing complexity of technological solutions to both fire safety design issues and fire safety regulations demand higher levels of training and continuing education for fire protection engineers. Historical precedents on how to deal with fire hazards in new or unusual buildings are seldom available, and new performance-based building codes

In this majestic tour de force, celebrated historian Peter Linebaugh takes aim at the thieves of land, the polluters of the seas, the ravagers of the forests, the despoilers of rivers, and the removers of mountaintops. Scarcely a society has existed on the face of the earth that has not had commoning at its heart. “Neither the state nor the market,” say the planetary commoners. These essays kindle the embers of memory to ignite our future commons. From Thomas Paine to the Luddites, from Karl Marx—who concluded his great study of capitalism with the enclosure of commons—to the practical dreamer William Morris—who made communism into a verb and advocated communizing industry and agriculture—to the 20th-century communist historian E.P. Thompson, Linebaugh brings to life the vital commonist tradition. He traces the red thread from the great revolt of commoners in 1381 to the enclosures of Ireland, and the American commons, where European immigrants who had been expelled from their commons met the immense commons of the native peoples and the underground African-American urban commons. Illuminating these struggles in this indispensable collection, Linebaugh reignites the ancient cry, “STOP, THIEF!”

A powerful contribution to the debate on intellectual property Knowledge as Commons traces the historical path towards the privatization of knowledge, situating science, technology and the emergence of modern nations in a larger historical framework. Author Prabir Purkayastha asks: Do the needs of society drive science and technology? Or do developments in science and technology provide the motor force of history? Has this relationship changed over time? Purkayastha shows us that, with profit as its sole aim, capital claims to own human knowledge and its products, fencing them in with patents and intellectual property rights. Neoliberal institutions and policy diktats from the West have installed a global system in which knowledge, that limitless resource, is made artificially scarce—while limited resources such as water and clean air are treated as though they were infinite. Arguing that rapid technological change, from pharmaceuticals to electronics, should be an opportunity to deliver quicker cures, affordable access, and global cooperation in the production of knowledge, Purkayastha examines the consequences of this privatization for universities, healthcare, distributive justice, the domestic politics of developing countries, and their prospects vis-à-vis the West.

Much archaeological work is concerned with identifying gaps in our knowledge and developing strategies for addressing them; we perhaps spend less time thinking about how research should proceed when we already know, relatively speaking, quite a lot. The program of dating causewayed enclosures in southern Britain that was published in 2011 as Gathering Time (Oxbow Books) gave us a new, more precise chronology for many individual sites as well as for enclosures as a whole, and as a consequence a far better sense of their significance and place in the story of the British Early Neolithic. Arguably, causewayed enclosures are now the best understood type of Neolithic monument. Yet work continues, and in the last few years new discoveries have been made, older excavations published and further work undertaken on well-known sites. Viewing this research within the new framework for these monuments allows us to assess where our understanding of enclosures has got to and where the focus of future research should lie. This volume originates from a Neolithic Studies Group meeting held in November 2019, which aimed firstly to showcase and explore the wide range of current work on causewayed enclosures and related sites, and secondly to assess what we still want to know about these sites in light of the monumental achievement of Gathering Time. The papers collected here comprise reports on recent development-led fieldwork, academic research and community projects, and the volume concludes with a reflection by the authors of Gathering Time.

Looking at knowledge as a shared resource: experts discuss how to define, protect,and build the knowledge commons in the digital age.

A reconsideration of the philosophical destiny of education What is education? This volume thinks through this question from a range of perspectives unique perspectives. Revealing the contentions and possibilities of a new engagement with the question of education, it will give you new insights into education: what it is, what it is not, and what is to be done about it. At a time when education is so important as to be considered an essential human right, yet is under attack from funding cuts, this book will open the thinking on education onto new and important territory.