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1 – 10 of 22The emergence of the platform economy is reorganizing work, employment, and value creation. The authors argue that the digital platforms are fracturing work itself as the places…
Abstract
The emergence of the platform economy is reorganizing work, employment, and value creation. The authors argue that the digital platforms are fracturing work itself as the places and types of work are being reorganized into a myriad of platform organized work arrangements with workplaces being potentially anywhere with Internet connectivity. The authors differ from most traditional narratives that focus solely upon either work displacement, a single type of platform-organized value-creating activity, or David Weil’s concentration solely upon the workplace. The authors recognize that even as some work is replaced, other work is being transformed; new work and old work in new arrangements is being created and recreated. The taxonomy begins with the workers employed directly by the platform and its contractors. The authors then introduce the category, platform-mediated work, which we divide into three groups: marketplaces such as Amazon; in-person service provision such as Uber and Airbnb; and remote service provision such as Upwork. The next category, “platform-mediated content creation,” is complex. The authors identify three groups of activities: consignment content creators that include services such as the app stores, YouTube, and Amazon Self-Publishing; non-platform organization content producers, which refers to the enormous number of workers occupied with creating and maintaining websites; and user-generated content which is the non-compensated value creation that ranges from content uploaded to Facebook, Instagram, etc. to reviews on sites such as Yelp. It is only when work and value creation is considered in all of these platform-based manifestations that we can understand the ultimate dimensions of the platform economy and comprehensively understand its implications for work.
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Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by…
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Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by Stanford University centers and grants separate from the Training Program, for example, the Stanford Center for Research and Development in Teaching (1968–1977) and the Institute for Research on Educational Finance and Governance (1979–1986). Faculty collaborators in these studies included Elizabeth Cohen and Terrence Deal in the School of Education, and John W. Meyer, my colleague in Sociology. A number of NIMH trainees participated in these studies, including Andrew Creighton, Margaret Davis, and Brian Rowan. Other doctoral students involved in this research included Sally Cole, Joanne Intili, Suzanne E. Monahan, E. Anne Stackhouse, and Marc Ventresca.
Education in recent years has witnessed an increasing involvement in the conversations regarding anti-oppressive practice and contemplation, particularly as foundations for…
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Education in recent years has witnessed an increasing involvement in the conversations regarding anti-oppressive practice and contemplation, particularly as foundations for pedagogy and curricular design. Naturally, both discourses have intersected with each other through the attempts at their integration, potentially leading toward new practices of enhanced educational impact. This chapter serves as a deliberate reflection and elaboration upon the nature and potential implications of their integration. As both discourses reflect valuable approaches and ideas, it is important to carefully examine and approach their integration to ensure that the value of each perspective is preserved as well as enriched in its power to educatively stimulate meaningful learning in the classroom. In order for such an educative situation to emerge, I argue that the integration should be defined by a sustained friction and differentiation between each perspective. By sustaining the friction, each perspective preserves their power to illuminate alternative possibilities in understanding the self and the world for the other. The educative value of such friction rests within its power to carry students onto a journey of continuous learning without settling upon finalized answers. Ultimately, I conclude that this friction is made possible and sustained by being embodied as the very self of the teacher.
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Drawing on the idea of bio-power from wider social theory, this paper will demonstrate how life itself (bios) is now a crucial resource enlisted by capitalism. To explain this…
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Drawing on the idea of bio-power from wider social theory, this paper will demonstrate how life itself (bios) is now a crucial resource enlisted by capitalism. To explain this, the concept of biocracy is introduced to demonstrate how the informal subcultures, social intelligence and personal attributes of workers are currently being put to work. All that Fordism once feared is now the medium of a new form of exploitation. But as life itself is colonized in ever more expansive ways, resistance appears once again. A new political landscape has crystallized transforming the old tension between capital and labour into one between capital and life. Its manifesto is defined not by the demand for more, less or fairer work, but the end of work.
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Brian P. McCullough, Natasha T. Brison and Anne Dietrich
Athletes have leveraged their social platform and reach to advocate for a variety of social causes. Most recently, given the persistent impacts of climate change on sport, the…
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Athletes have leveraged their social platform and reach to advocate for a variety of social causes. Most recently, given the persistent impacts of climate change on sport, the sport sector has been leveraged to engage and educate fans, sport participants, and athletes to promote climate action while consuming sport and in their everyday lives. This chapter conceptualizes the term sport eco-activism and presents a rich history of the early stages of this form of activism and its interaction with sport. Specifically, we provide historical context and examples of how athletes and activist sport organizations (e.g., Surfers Against Sewage, Protect Our Winters) have drawn attention to the impacts of climate change on sport. We also highlight how these entities encourage spectators and participants to change their behaviors and further advocate for collective climate action. In addition, we offer insights on future directions of eco-activism within sport and how such activists can best resonate with their target audiences to create positive change through sport.
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