Writings by the conceptual artist Michael Asher—including notes, proposals, exhibition statements, and letters to curators and critics—most published here for the first time. The California conceptual artist Michael Asher (1943–2012) was known for rigorous site specificity and pioneering institutional critique. His decades of teaching at CalArts influenced generations of artists. Much of Asher's artistic practice was devoted to creating works that had no lasting material presence and often responded to the material, social, or ideological context of a situation. Because most of Asher's artworks have ceased to exist, his writings about them have special significance. Public Knowledge collects writings by Asher about his work—including preliminary notes and ideas, project proposals, exhibition statements, and letters to curators and critics—most of which have never been previously published. Asher gave few interviews, didn't write art criticism, and rarely published extensive accounts of his own work. Yet writing was central to his artistic practice, serving as a tool for working out ideas, negotiating institutional parameters, and describing thought processes. In these texts, he considers writing and documentation, discusses artistic practice, offers notes for gallery and museum talks, presents artist statements for exhibition-goers, describes individual works and their situational context, and reflects on teaching and art education. Among other things, Asher provides his definition of site specificity, addresses the function of art in public space, and analyzes the intersection of teaching art and institutional models of education. Readers will see an artist at work, formulating ethical and political strategies for making art in a situational world.

A collection of short, sharp essays exploring the value of shared and accessible public knowledge in the face of its erosion. The Death of Public Knowledge argues for the value and importance of shared, publicly accessible knowledge, and suggests that the erosion of its most visible forms, including public service broadcasting, education, and the network of public libraries, has worrying outcomes for democracy. With contributions from both activists and academics, this collection of short, sharp essays focuses on different aspects of public knowledge, from libraries and education to news media and public policy. Together, the contributors record the stresses and strains placed upon public knowledge by funding cuts and austerity, the new digital economy, quantification and target-setting, neoliberal politics, and inequality. These pressures, the authors contend, not only hinder democracies, but also undermine markets, economies, and social institutions and spaces everywhere. Covering areas of international public concern, these polemical, accessible texts include reflections on the fate of schools and education, the takeover of public institutions by private interests, and the corruption of news and information in the financial sector. They cover the compromised Greek media during recent EU negotiations, the role played by media and political elites in the Irish property bubble, the compromising of government policy by corporate interests in the United States and Korea, and the squeeze on public service media in the United Kingdom, New Zealand, and the United States. Individually and collectively, these pieces spell out the importance of maintaining public, shared knowledge in all its forms, and offer a rallying cry for doing so, asserting the need for strong public, financial, and regulatory support. Contributors Toril Aalberg, Ian Anstice, Philip Augar, Rodney Benson, Aeron Davis, Des Freedman, Wayne Hope, Ken Jones, Bong-hyun Lee, Colin Leys, Andrew McGettigan, Michael Moran, Aristotelis Nikolaidis, Justin Schlosberg, Henry Silke, Roger Smith, Peter Thompson, Janine R. Wedel, Karel Williams, Kate Wright

This timely volume explores the present-day implications of the traditional American belief in public education as a vehicle for extending democratic politics. In light of the current debates about public schools, are they still the key to upward mobility? Can they still serve to create a civic consciousness? Elizabeth A. Kelly defends the role of public education against its critics and throws light on such issues as privatization, voucher systems, the role of public intellectuals, critical literacy, and educational reform. She unabashedly offers a renewed vision of public schooling as the locus of public knowledge and political democracy, a vision that will appeal to those who are not prepared to abandon the ideals of either democracy or public education. Generously conceived, clearly argued, and gracefully written, Education, Democracy, and Public Knowledge is important reading not just for students of democracy and of education but for all those concerned with the future of American education.

There seem to be two realms in our waking time: work and life. However, work is often juxtaposed against life, which is found in anything but work. Organizational work has become nothing more than the necessary evil, the means for a livelihood. Work has ubiquitously become the enemy of life. What culprit has dichotomized work and life? Public secrets! Empirically based, this book explores and testifies why the phenomenon of public secrets may have transformed our organizational life into a big lie to which we are all forced to subscribe-against private consciousness. Public secrets represent the communication phenomenon where public knowledge, though tacitly acknowledged and widely espoused, is never incorporated into organizational actions and daily routines. As a consequence, employees are not living their organizational life with their heads and hearts, but with our heels. "Employment with heels" is the biggest "un-economics" against time-it costs, wastes, and debilitates; it makes work the arch-enemy of life.

How might social theory, public understanding of science and science policy best inform one another? What have been the key features of science-society relations in the modern world? How are we to re-think science-society relations in the context of globalization, hybridity and changing patterns of governance? This topical and unique book draws together the three key perspectives on science-society relations: public understanding of science, scientific and public governance, and social theory. The book presents a series of case studies (including the debates on genetically modified foods and the AIDS movement in the USA) to discuss critically the ways in which social theorists, social scientists, and science policy makers deal with science-society relations. ‘Science' and 'society' combine in many complex ways. Concepts such as citizenship, expertise, governance, democracy and the public need to be re-thought in the context of contemporary concerns with globalization and hybridity. A radical new approach is developed and the notion of ethno-epistemic assemblage is used to articulate a new series of questions for the theorization, empirical study and politics of science-society relations.

This book grows out of the authors' conviction that as public policy issues become suffused with scientific and technical content, they become difficult for the democratic citizens to understand. It attempts to determine mass public capacity and their motivation to respond to the challenges.

This book explores the public debates among scholars that took place in Early Cold War Poland. The author challenges the traditional narrative on the ‘Sovietisation’ of Central and Eastern European countries and proposes to see this process not as a spread of Marxist ideology or a Soviet institutional model, but as an attempt to force scholars to rapidly adopt new academic and civic virtues. This book argues that this project failed to succeed in Poland and shows how the struggle against these new virtues united both Marxist and non-Marxist scholars. While covering the arc of Polish scholarly debates, the author invites the reader to go beyond Poland and to use ‘virtues’ as a framework for reflections on both the foundations of scholarly practice and the ‘nature’ of authoritarian regimes with their ambition to teach scholars how to be ‘virtuous.’