New technologies are altering the relationship between knowledge, power and learning. This book considers the influence of 'information age' on changing relationship between power and knowledge and how this affects learning in a range of situations, from the school to the learning organization and from the musical conservatoire to the workplace.

An introduction of new technologies and in particular the resulting possibilities for our virtual presence in virtual spaces, highlights some comparatively neglected aspects of learning. It seeks to redress the balance by presenting a collection of papers, which view learners as embodied actors in both real and virtual spaces.