By Ivana Milojevic
This e-book presents an summary and research of present tensions, debates and key matters inside of OECD countries, rather Australia, the us, Canada and the united kingdom, in regards to the place schooling is and may be going. utilizing a wide historic research, it investigates rules and visions in regards to the destiny which are more and more evoked to aid arguments concerning the impending death of the dominant sleek academic model.
Focusing neither on prediction nor prescription, this article indicates the objective is an research of the ways that the inspiration of the longer term circulates in modern discourse. 5 particular discourses are explored: globalisation; new info and communications applied sciences; feminist; indigenous; and spiritual.
The publication demonstrates the connections among specific ways to time, visions of the long run, and academic visions and practices. the writer asserts that each method of academic swap is inherently in response to an underlying snapshot of the future.
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Extra info for Educational Futures: Dominant and Contesting Visions (Futures in Education)
Another crucial point is that educational practices are not a mere consequence of technological development within a particular society, civilization and historical phase, as conceived in mainstream educational history. Rather, these practices are always about what a particular society/culture/civilization considers to be important. Educational practices are also about achieving a particular desired future, and are not merely a by-product of the technological development of an era. In fact, the belief that educational practices merely reflect ecological and technological developments of a society and civilization is, in itself, distinctively western.
While the majority of articles in Philosophers on Education assign a space for individual western philosophers, the articles that deal with Islamic and Jewish education describe specific educational practices that occur in one place (Qom) or within a system (Yeshiva’s education). There is no explanation for these particular choices and one can easily remain puzzled about where and what exactly Qom and Yeshiva are—as these categories are neither contextualized nor explained. Rorty’s account is, however, in line with previous works on a similar subject by other authors, albeit she includes two articles that describe education of the Other.
107–108), ‘[i]t was imposed irrespective of whether or not these temporal innovations were welcomed or rejected there: non-compliance spelt automatic exclusion; it meant being constructed as “other” and therefore in need of “development”’. While everyone was to learn this promptness, punctuality and what progress was about, there were important differences. Different education was provided for different children, depending on their social positioning. g. class- and gender-based) hierarchies. As this book deals predominantly with issues of culture and gender, I will not discuss the issue of class here, or the ways in which a particular futures discourse was used to reproduce class hierarchies.