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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 0000-0002-6487-5477), Escribano, Carmen (ORCID 0000-0001-9372-5331), Santos, Rodrigo (ORCID 0000-0003-4266-1977), Marolla, Jesús (ORCID 0000-0001-6215-0010)
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
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  Data: Futures Education: Curriculum and Educational Practices in Australia, Spain, and Chile
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  Data: <searchLink fieldCode="AR" term="%22Castellví%2C+Jordi%22">Castellví, Jordi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6487-5477">0000-0002-6487-5477</externalLink>)<br /><searchLink fieldCode="AR" term="%22Escribano%2C+Carmen%22">Escribano, Carmen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9372-5331">0000-0001-9372-5331</externalLink>)<br /><searchLink fieldCode="AR" term="%22Santos%2C+Rodrigo%22">Santos, Rodrigo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4266-1977">0000-0003-4266-1977</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marolla%2C+Jesús%22">Marolla, Jesús</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6215-0010">0000-0001-6215-0010</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Comunicar%3A+Media+Education+Research+Journal%22"><i>Comunicar: Media Education Research Journal</i></searchLink>. Oct 2022 30(73):43-52.
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: 1134-3478<br />1988-3293
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  Data: 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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  Data: As Provided
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  Data: 2023
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  Label: Accession Number
  Group: ID
  Data: EJ1361982
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 43
    Subjects:
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Futures (of Society)
        Type: general
      – SubjectFull: Cross Cultural Studies
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Climate
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Social Change
        Type: general
      – SubjectFull: Comparative Education
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      – SubjectFull: Cultural Context
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Australia
        Type: general
      – SubjectFull: Spain
        Type: general
      – SubjectFull: Chile
        Type: general
    Titles:
      – TitleFull: Futures Education: Curriculum and Educational Practices in Australia, Spain, and Chile
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              Value: 1988-3293
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