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In the twenty-first century educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education.
Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognising the challenges that the next two decades may bring, including:
The emergence of new relationships between humans and technology
The opportunities and challenges of aging populations
The development of new forms of knowledge and democracy
The challenges of climate warming and environmental disruption
The potential for radical economic and social inequalities
This book describes the potential for these developments to impact critical aspects of education – including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK’s Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities.
An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy makers and students, who are asking the question 'how can education help us to build desirable futures for everyone in the context of social and technological change?'
Keri Facer is Professor of Education at the Education and Social Research Institute, Manchester Metropolitan University where she works in the fields of digital cultures, educational change and social justice
About the Author
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6 of 6 people found the following review helpful:
5.0 out of 5 stars
Frightening & Stimulating,
This review is from: Learning Futures: Education, Technology and Social Change (Paperback)
Great book - frightening and stimulating at the same time!Author maintains that "We can rewrite the relationship between education and socio-technical change." (p.10) As a grandparent, and having started my education career as a "Lecturer in Environmental Science" in 1975, I'm struck by Keri's attention throughout to intergenerational and sustainability issues as fundamental to understanding where education, and schools, need to go in future. This is the first time I've seen ed-tech issues set so well in that context. Along with Neil Selwyn's most recent book, "Education and Technology : Key Issues and Debates", this provides an invaluable contemporary look at the socio-technical ecosystem within which all the changes going on in society, and the evolution of technology use in education need to be considered.
5.0 out of 5 stars
Smart and Sane,
By Eylan (U K) - See all my reviews
This review is from: Learning Futures: Education, Technology and Social Change (Paperback)
This is a must read for anyone thinking about how young people and how our communities grow and learn.I cannot recommend it enough - for it is insightful about our current position; clever in the choice of research, practice and lessons learned from a diverse set of disciplines; ethical and profoundly humane; and just plain well written. My only critique would be that some of the future envisioning is a little too far ahead and too much based on major world events (eg war!) If the author believes that the only way that the kind of change that many (most) who work in and understand educational contexts believe is necessary is possible after a war - then we are really in trouble! However, this is a small criticism given the breadth, clarity and passion which she brings to a highly complex discussion.
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