Educators around the world are being told that they need to transform education systems to adapt young people for a future global knowledge economy. But is this future vision robust, achievable or even desirable? What other futures might be emerging from the convergence of social and technological change? What might these other futures mean for education? Drawing on over 10 years of research into digital technologies, social change and education, and on a major long-term futures project conducted for the UK government while Research Director at Futurelab, Keri Facer makes a compelling argument for thinking differently about the futures for which education might need to prepare.
Arguing that we have been working with too narrow a vision of the future, Facer makes a case for recognizing a set of serious emerging developments, including:
- the growth of new relationships between humans and technology
- the emergence of new intergenerational relationships
- struggles over new forms of knowledge and democracy
- the intensifi cation of radical economic and social inequalities.
This book explores the implications of these social and technological developments for critical aspects of education, from human relationships, to curriculum, to the role of schools in their communities and in relation to the market. Packed with examples from around the world the book helps to bring into focus the risks and opportunities for societies and for schooling over the coming two decades. It makes a powerful case for reimagining the role of education in responding to social and technological changes, and presents a set of key strategies for creating schools able to equip all students and communities to build better futures.
An important contribution to the debates surrounding educational futures, this book is compelling reading for the educators, policy-makers and parents who are asking the question ‘what sort of education do we need to enable all children and communities to fl ourish throughout the twenty-fi rst century?’
Keri Facer is Professor of Education at the Education and Social Research Institute, Manchester Metropolitan University, where she works in the fi elds of digital cultures, educational change and social justice.