This collection of essays is a genuinely interdisciplinary exploration of the changing relationship of pedagogy, technology, and human beings in contemporary educational and cultural settings. The authors draw upon the most recent theoretical developments in education, the arts, the human body, and technology to interrogate changing pedagogical practices both inside and beyond educational institutions. Their focus on new forms of cultural exchange constitutes a radical re-thinking of the nature of pedagogical events beyond the boundaries of the traditional educational disciplines.

The authors interrogate genital examinations as events in which both client and practitioner are `produced' as relational subjects in quite specific ways. This article explores the way one female sex health worker talks about her work as a form of cultural exchange, noting what she requires of her clients and seeks to give of herself. Of particular importance is the way the practitioner produces the client as a social subject amenable to intimate examination, while resisting some traditional means for doing (...) so. The authors use a Foucauldian conceptual framework to signal their departure from feminist analyses which explain such practices in terms of a patriarchal medical system. (shrink)

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional development programs in Australian universities, drawing parallels with Third World development programs. She argues that professional development knowledge is privileged over disciplinary knowledge in setting lifelong learning agendas for academics, and notes some problematic consequences of this for academics engaged in professional development programs.