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Abstract The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed ‘digital natives’ or the ‘Net generation’, these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a ‘moral panic’. We propose that a more measured and disinterested approach is now required to investigate ‘digital natives’ and their implications for education.

About the Series vii Acknowledgments ix Colonialism and Its Replicants / Mabel Morana, Enrique Dussel, and Carlos A. Jauregui 1 Part One. Colonial Encounters, Decolonization, and Cultural Agency America and the Colonizer Question: Two Formative Statements from Early Mexico / Gordon Brotherston 23 Thinking Europe in Indian Categories, or, Tell Me the Story of How I Conquered You / Jose Rabasa 43 Creole Agencies and the (Post)Colonial Debate in Spanish America / Jose Antonio Mazzotti 77 Part Two. Rewriting Colonial Difference European Transplants, Amerindian In-laws, African Settlers, Brazilian Creoles: A Unique Colonial and Postcolonial Condition in Latin America / Russell G. Hamilton 113 Posting Letters: Writing in the Andes and the Paradoxes of the Postcolonial Debate / Sara Castro-Klaren 130 Unforgotten Gods: Postcoloniality and Representations of Haiti in Antonio Benitez Rojo's Heaven and Earth 158 Part Three. Occidentalism, Globalization, and the Geopolitics of Knowledge Coloniality of Power, Eurocentrism, and Social Classification / Anibal Quijano 181 The Geopolitics of Knowledge and the Colonial Difference / Walter D. Mignolo 225 (Post)Coloniality for Dummies: Latin American Perspectives on Modernity, Coloniality, and the Geopolitics of Knowledge / Santiago Castro-Gomez 259 Remapping Latin American Studies: Postcolonialism, Subaltern Studies, Post-Occidentalism, and Globalization Theory / Eduardo Mendieta 286 Developmentalism, Modernity, and Dependency Theory in Latin America / Ramon Grosfoguel 307 Part Four. Religion, Liberation, and The Narratives of Secularism Philosophy of Liberation, the Postmodern Debate, and Latin American Studies 335 The Historical Meaning of Christianity of Liberation in Latin America / Michael Lowy 350 Secularism and Religion in the Modern/Colonial World-System: From Secular Postcoloniality to Postsecular Transmodernity / Nelson Maldonado-Torres 360 Part Five. Comparative (Post)Colonialisms Postcolonial Theory and the Representation of Culture in the Americas / Peter Hulme 388 Elephants in the Americas? Latin American Postcolonial Studies and Global Decolonization / Fernando Coronil 396 The Latin American Postcolonialism Debate in a Comparative Context / Amaryll Chanady 417 Postcolonial Sensibility, Latin America, and the Question of Literature / Roman de la Campa 435 In the Neocolony: Destiny, Destination, and the Traffic in Meaning / Mary Louise Pratt 459 Part Six. Postcolonial Ethnicities Peripheral Modernity and Differential Mestizaje in Latin America: Outside Subalternist Postcolonialism / Mario Roberto Morales 479 (Post)Coloniality in Ecuador: The Indigenous Movement's Practices and Politics of (Re)Signification and Decolonization / Catherine E. Walsh 506 The Maya movement: Postcolonialism and Cultural Agency / Arturo Arias 519 Bibliography 539 Contributors 609 Index 615

Few historical issues have occasioned such discussion since at least the time of Marx as the transition from feudalism to capitalism in Western Europe. The Brenner Debate, which reprints from Past and Present various article in 1976, is a scholarly presentation of a variety of points of view, covering a very wide range in time, place and type of approach. Weighty theoretical responses to Brenner's first formulation followed from the late Sir Michael Postan, John Hatcher, Emmanuel Le Roy Ladurie and Guy Bois; more particular contributions came from Patricia Croot, David Parker, Arnost Klìma and Heide Wunder on England, France, Bohemia and Germany; and reflective pieces from R. H. Hilton and the late J. P. Cooper. Completing the volume, and giving it an overall coherence, are Brenner's own comprehensive response to those who had taken part in the debate, and also R. H. Hilton's introduction that aims to bring together the major themes in the collection of essays. The debate has already aroused widespread interest among historians and scholars in allied fields as well as among ordinary readers, and may reasonably be regarded as one of the most important historical debates of prevailing years.

Ecological Modernisation Theory has been faced with various challenges from different theoretical perspectives throughout the years. This contribution reviews the various debates ecological modernisation ideas have been engaged in. The article starts with a historical perspective on some of the earlier debates that paralleled Ecological Modernisation from its birth in the early 1980s to its maturation. These initial debates with earlier neo‐Marxists and deindustrialisation/counterproductivity theorists were formative for Ecological Modernisation Theory, but are no longer all of similar relevance today. Subsequently we concentrate on more contemporary discussions, which only to some extent reflect similar topics. We will respectively enter into discussions with constructivists and postmodernists on the material foundation of social theory, review and refine the controversies with eco‐centrists on radical versus reformist environmental reforms and contribute to neo‐Marxist understanding of social inequalities in environmental problems and reform.

In this paper we attempt to map the development of organizational learning as a field of academic study by examining the rise and fall of specific debates. This does not pretend to be a comprehensive review of the field since there is now far too much material available to allow full coverage in any single publication. Rather, we have identified some of the key debates, and these have been organized along the simplistic time‐line of past, present and future. Our purpose is two‐fold: first, to note how the nature and language of the key ideas in organizational learning have changed over time; and second, to locate the papers in this Special Issue within the context of the developing field. It is perhaps no accident that we see most of the papers as closely associated with new, and emerging, issues, but we also find it interesting to note that many of these current or emergent issues actually have roots within some of the earlier debates.