By Keri Facer
Within the twenty-first century educators world wide are being advised that they should remodel schooling platforms to conform children for the demanding situations of an international electronic wisdom economic system. Too hardly, despite the fact that, will we ask no matter if this destiny imaginative and prescient is strong, achieveable or perhaps fascinating, no matter if substitute futures may be in improvement, and what different attainable futures could call for of schooling. ? Drawing on ten years of analysis into academic innovation and socio-technical switch, operating with educators, researchers, electronic industries, scholars and policy-makers, this booklet questions taken-for-granted assumptions in regards to the way forward for education.? Arguing that we've got been operating with too slim a imaginative and prescient of the long run, Keri Facer makes a case for recognising the demanding situations that the following twenty years could convey, together with: ? The emergence of recent relationships among people and know-how The possibilities and demanding situations of getting older populations the advance of recent sorts of wisdom and democracy The demanding situations of weather warming and environmental disruption the opportunity of radical fiscal and social inequalities ? This ebook describes the possibility of those advancements to affect serious facets of schooling – together with adult-child relationships, social justice, curriculum layout, group relationships and studying ecologies. filled with examples from around the globe and employing very important study undertaken via the writer whereas learn Director on the UK’s Futurelab, the publication is helping to convey into concentration the hazards and possibilities for colleges, scholars and societies over the arrival twenty years. It makes a strong case for rethinking the connection among schooling and social and technological swap, and provides a suite of key suggestions for developing faculties larger in a position to meet the rising wishes in their scholars and communities.? ? a big contribution to the debates surrounding academic futures, this ebook is compelling examining for all of these, together with educators, researchers, coverage makers and scholars, who're asking the query 'how can schooling aid us to construct fascinating futures for everybody within the context of social and technological change?' ? Keri Facer is Professor of schooling on the schooling and Social study Institute, Manchester Metropolitan collage the place she works within the fields of electronic cultures, academic switch and social justice
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Additional resources for Learning Futures: Education, Technology and Social Change
38 These developments start to make visible the potential wealth of untapped learning resources in a community that are rarely drawn on in schools. 39 In sectors outside education, the idea about what makes for successful public services has been changing. In health and policing, for example, citizens are seen to play a much more active role, in which they are seen as ‘co-producers’ of the services. 42 In education, they open up the potential for seeing communities outside the school as critical in achieving education.
Sponsorship of schools to create close links with ‘business’ has been part of the Is there a future for schools? 27 UK’s education landscape for at least the last decade and has been a core part of university life for many more years. The relationship between school and industry is becoming more complex; schools are being seen as resources for the creation of economically useful knowledge and intellectual property. 49 The disappearing school? The education landscape is becoming highly complex. It comprises professional educators working in schools and universities; it comprises community and folk educators sharing their expertise for their local communities and their wider interest communities; it comprises employers seeking to enhance employees’ contribution to their business and to generate new research and knowledge; it comprises professional educators taking on new roles as content providers, freelance lecturers, tutors and community educators.
31 A competing response to the unsettling of traditional adult–child relations is to seek to reinstate and reclaim the rights of adults to wholly determine children’s educational experiences. The UK’s Conservative Party, for example, seeks to reinvigorate a language of adult responsibility for education. Such a responsibility, however, is presented at the expense of recognizing children’s rights and talents, as Michael Gove, then Shadow Secretary of State for Education (2009) makes clear in his celebration of one particular ‘ideal’ school: Because what Sir Michael does is deliver what every sensible parent knows is needed in our schools.