Futures Education: Curriculum and Educational Practices in Australia, Spain, and Chile
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| Title: | Futures Education: Curriculum and Educational Practices in Australia, Spain, and Chile |
|---|---|
| Language: | English |
| Authors: | Castellví, Jordi (ORCID |
| Source: | Comunicar: Media Education Research Journal. Oct 2022 30(73):43-52. |
| Availability: | Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Curriculum Development, Futures (of Society), Cross Cultural Studies, Teacher Attitudes, Climate, Course Content, Educational Trends, Social Change, Comparative Education, Cultural Context, Foreign Countries, Educational Practices, Elementary Secondary Education |
| Geographic Terms: | Australia, Spain, Chile |
| ISSN: | 1134-3478 1988-3293 |
| Abstract: | The images of the future among young people have been conditioned by the stories present in the media, films, books, and also in school. Educational curriculums are made up of a selection of knowledge that privileges some ways of understanding the future over others. Young people often imagine a future that is in economic, social, and/or climate crisis. However, they also imagine a bright future for themselves, detached from the future they imagine for society. In this article, we present a qualitative analysis of the curriculums of Australia, Spain, and Chile, together with interviews with teachers from these countries. We investigate the presence and absence of futures education in these curriculums, their degree of development regarding futures education, and make a first analysis of the influence of futures education in schools. To do this we identify four dimensions: situate in time, anticipate, imagine alternative futures, and social action. The results show that, while the Australian curriculum explicitly includes education for the future, the Spanish and Chilean curriculum include it only tangentially. In addition, the socio-cultural context of schools and the will of the teaching staff are elements that determine the implementation of futures education in the school context. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1361982 |
| Database: | ERIC |
| Abstract: | The images of the future among young people have been conditioned by the stories present in the media, films, books, and also in school. Educational curriculums are made up of a selection of knowledge that privileges some ways of understanding the future over others. Young people often imagine a future that is in economic, social, and/or climate crisis. However, they also imagine a bright future for themselves, detached from the future they imagine for society. In this article, we present a qualitative analysis of the curriculums of Australia, Spain, and Chile, together with interviews with teachers from these countries. We investigate the presence and absence of futures education in these curriculums, their degree of development regarding futures education, and make a first analysis of the influence of futures education in schools. To do this we identify four dimensions: situate in time, anticipate, imagine alternative futures, and social action. The results show that, while the Australian curriculum explicitly includes education for the future, the Spanish and Chilean curriculum include it only tangentially. In addition, the socio-cultural context of schools and the will of the teaching staff are elements that determine the implementation of futures education in the school context. |
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| ISSN: | 1134-3478 1988-3293 |
