Education and Technological Unemployment

1 Introduction: Technological unemployment and the future of work.- The Postdigital Fragmentation of Education and Work.- 2 'Intelligent Capitalism' and the disappearance of labour: Whitherto Education?.- 3 The lack of work and the contemporary university.- 4 On autonomy and the technological abolition of academic labour.- 5 Transdisciplinary engagement with enforced dependency: A platform for higher education to address crises in employment, sustainability, and democracy in technological society.- 6 Is entrepreneurial education the solution to the automation revolution?.- 7 Technological unemployment and psychological wellbeing: Curse or benefit?.- 8 Technological unemployment as a test of the added value of being human.- What can Places of Learning really do about the Future of Work?.- 9 The curious promise of educationalising technological unemployment: What can places of learning really do about the future of work?.- 10 Acceleration, automation and pedagogy: How the prospect of technological unemployment creates new conditions for educational thought.- 11 Educating for a workless society: Technological advance, mass unemployment and meaningful jobs.- 12 'Employable posthumans': Developing HE policies that strengthen human technological collaboration not separation.- 13 Career guidance and the changing world of work: Contesting responsibilising notions of the future.- 14 Graduate employability (GE) paradigm shift: Towards greater socio-emotional and eco-technological relationalities of graduates' futures.- 15 Care amidst and beyond technological unemployment.- Education in a Workless Society.- 16 A wantless, workless world: How the origins of the unviersity can inform its future.- 17 Education for a post-work future: Automation, precarity, and stagnation.- 18 The refusal of work, the liberation of time, and the convivial university.- 19 Moving beyond microwork: Rebundling digital education and reterritorialising digital labour.- 20 The 'Creative,

Michael A. Peters is a Distinguished Professor of Education at Beijing Normal University and Emeritus Professor of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign. He has held posts at the University of Waikato, the University of Glasgow and the University of Auckland, where he had a Personal Chair. He is the Editor-in-Chief of Educational Philosophy and Theory, The Video Journal of Education and Pedagogy (Brill), Open Review of Educational Research (T&F) and Knowledge Cultures (Addleton). He has written some ninety books, including Wittgenstein's Education: 'A picture held us captive' (2018) and Post-Truth and Fake News (2018).
Petar Jandric is a Professor at the Zagreb University of Applied Sciences. His previous academic affiliations include the Croatian Academic and Research Network, the University of Edinburgh, Glasgow School of Art, and the University of East London. Petar's interests are at the post-disciplinary intersections between technologies, pedagogies and society, and his research methodologies of choice are inter-, trans-, and anti-disciplinarity. His latest books are Learning in the Age of Digital Reason (2017) and The Digital University: A Dialogue and Manifesto (2018). He is the Editor-in-Chief of Postdigital Science and Education (Springer).
Alexander J. Means is an Assistant Professor of Educational Policy with Global Perspectives at the University of Hawai i at Manoa. His latest books are Learning to Save the Future: Rethinking Education and Work in the Era Digital Capitalism (Routledge, 2018); and The Wiley Handbook of Global Education Reform (Wiley-Blackwell, 2018). His research examines educational policy and organization in relation to political, economic, cultural, and social change. His work has been published in CriticalSociology, Journal of Education Policy, Critical Studies in Education, and Educational Philosophy and Theory.