A new model of health emerged in Britain between 1870 and 1939. Centered on the working body, organized around the concept of efficiency, and grounded in scientific understandings of human labor, scientists, politicians, and capitalists of the era believed that national economic productivity could be maximized by transforming the body of the worker into a machine. At the core of this approach was the conviction that worker productivity was intimately connected to worker health.
Under this new “science of work,” fatigue was seen as the ultimate pathology of the working-class body, reducing workers’ capacity to perform continued physical or mental labor. As Steffan Blayney shows, the equation between health and efficiency did not go unchallenged. While biomedical and psychological experts sought to render the body measurable, governable, and intelligible, ordinary men and women found ways to resist the logics of productivity and efficiency imposed on them, and to articulate alternative perspectives on work, health, and the body.
Evaluating higher education institutions—particularly the rise of the “global university”—and their rapidly changing role in the global era, Gigi Roggero finds the system in crisis. In his groundbreaking book, The Production of Living Knowledge, Roggero examines the university system as a key site of conflict and transformation within “cognitive capitalism”—a regime in which knowledge has become increasingly central to the production process at large. Based on extensive fieldwork carried out through the activist method of conricerca, or “co-research,” wherein researchers are also subjects, Roggero’s book situates the crisis of the university and the changing composition of its labor force against the backdrop of the global economic crisis.
Combining a discussion of radical experiments in education, new student movements, and autonomist Marxian (or post-operaista) social theory, Roggero produces a distinctly transnational and methodologically innovative critique of the global university from the perspective of what he calls “living knowledge.”
In light of new student struggles in the United States and across the world, this first English-language edition is particularly timely.
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