How the relationships between education and outer space have developed historically is exemplified in an incisive way by the decades that followed the "Sputnik shock" of 1957. The wake-up call that resulted from the Soviet space program set the global landscape of learning in motion. New schools and universities came into being against the backdrop of the reform euphoria and mood of catastrophe. At the same time, traditional pedagogical concepts were severely called into question—including the call to do away with institutions of education. What is shown in the architectures of learning is not only a politics of space, but also the educational shock that intensively shook up the global societies of the 1960s and 1970s, while they were gradually being transformed into knowledge societies.

The past five decades have witnessed often fierce international rivalry in space, but also surprising military restraint. Now, with an increasing number of countries capable of harming U.S. space assets, experts and officials have renewed a long-standing debate over the best route to space security. Some argue that space defenses will be needed to protect critical military and civilian satellites. Others argue that space should be a "sanctuary" from deployed weapons and military conflict, particularly given the worsening threat posed by orbital space debris. Moltz puts this debate into historical context by explaining the main trends in military space developments since Sputnik, their underlying causes, and the factors that are likely to influence their future course. This new edition provides analysis of the Obama administration's space policy and the rise of new actors, including China, India, and Iran. His conclusion offers a unique perspective on the mutual risks militaries face in space and the need for all countries to commit to interdependent, environmentally focused space security.

Robert Smith's The Space Telescope sets the fascinating and disturbing history of this massive venture within the context of 'Big Science'. Launched at a cost of no more than $2 billion, the Space Telescope turned out to be seriously flawed by imperfections in the construction of its lenses and by solar panels that caused it to shudder when moving from daylight to darkness. Smith analyses how the processes of Big Science, especially those involving the government's funding process for large-scale projects, contributed to those failures. He reveals the astonishingly complex interactions that took place among the scientific community, government and industry and describes the great range of personalities and forces - scientific, technical, political, social, institutional and economic - that played roles in the Space Telescope's history.

The Routledge Handbook on Spaces of Urban Politics provides a comprehensive statement and reference point for urban politics. The scope of this handbook’s coverage and contributions engages with and reflects upon the most important, innovative and recent critical developments to the interdisciplinary field of urban politics, drawing upon a range of examples from within and across the Global North and Global South. This handbook is organized into nine interrelated sections, with an introductory chapter setting out the rationale, aims and structure of the Handbook, and short introductory commentaries at the beginning of each part. It questions the eliding of ‘urban politics’ into the ‘politics of the city’, reconsidering the usefulness of the distinction between ‘old’ and ‘new’ urban politics, considering issues of ‘class’, ‘gender’, ‘race’ and the ways in which they intersect, appear and reappear in matters of urban politics, how best to theorize the roles of capital, the state and other actors, such as social movements, in the production of the city and, finally, issues of doing urban political research. The various chapters explore the issues of urban politics of economic development, environment and nature in the city, governance and planning, the politics of labour as well as living spaces. The concluding sections of the Handbook examine the politics over alternative visions of cities of the future and provide concluding discussions and reflections, particularly on the futures for urban politics in an increasingly ‘global’ and multidisciplinary context. With over forty-five contributions from leading international scholars in the field, this handbook provides critical reviews and appraisals of current conceptual and theoretical approaches and future developments in urban politics. It is a key reference to all researchers and policy-makers with an interest in urban politics.

This book examines three sites of pedagogical innovation, all of which are explicitly activisms against the current political and pedagogical climate. Drawing on an interdisciplinary framework including autonomous Marxism, post-anarchism, social movement theories and theories of critical pedagogy, it examines social movements though a pedagogical lens and attempts to understand how connections can be made between social movement learning and other initiatives and forms of higher learning. With studies of the London Occupy! movement; The Social Science Centre, a co-operative higher learning provider that practises popular education in city venues; and a university politically opposing the ‘student as consumer’ ethos, Spaces of Political Pedagogy connects these various projects as a continuum of educational experimentation, offering insights into the ways in which these sites practice pedagogy and the manner in which these practices could be implemented more widely to inform and improve struggles for wider social justice. As such, it will appeal to scholars of education and sociology with interests in pedagogy, social movements and activism.

Aslam Fataar, one of South Africa?s few educational sociologists working with ethnographic methods, captures the complex interactions and dynamics between social life, school processes and youth subjectivity in townships in the Western Cape. His work with concepts of mobilities and space is enormously generative, providing a way for teachers, principals, communities and policy makers to engage with the ?complex ecologies? of young people?s learning in urban schools. As an astute policy analyst, he also well knows the systemic barriers in the way of achieving this. The last chapter, on possibilities for pedagogical justice at the site of the school, considers how disengaged students might re-engage through leveraging explicit pedagogic connections between their lifeworlds and school practices. Acknowledging that pedagogy cannot be the only means for revitalising schooling, the author nevertheless insists that marginalised young people?s consent needs to be won by schools that make use of, rather than ignore, their strengths, knowledges and aspirations. The approach to the troubled question of youth and subjectivity is enlightening, and vital to understanding the post-apartheid city and school. The book fills a much-needed gap in educational sociology in South Africa.

A comprehensive look at the global movements that are transforming international relations.