Imagination, Education for the Future and Democratic Culture: Educational Policies in the Iberian Peninsula
Saved in:
| Title: | Imagination, Education for the Future and Democratic Culture: Educational Policies in the Iberian Peninsula |
|---|---|
| Language: | English |
| Authors: | Casadellà, Marina (ORCID |
| Source: | Comunicar: Media Education Research Journal. Oct 2022 30(73):53-62. |
| 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 Education Higher Education Postsecondary Education |
| Descriptors: | Educational Policy, Foreign Countries, Curriculum Design, Elementary Education, Instructional Design, Preservice Teacher Education, Educational Legislation, Politics of Education |
| Geographic Terms: | Portugal, Spain |
| ISSN: | 1134-3478 1988-3293 |
| Abstract: | In a historical moment, where the future is considered a threat, it seems highly relevant to teach the ability to imagine desirable futures. Education for the Future (EF), from the Anglo-Saxon tradition, represents a reference to give a response to negative images about the idea of the future. The competences for democratic culture defined by the Council of Europe provide the basis for the elaboration of a theoretical framework that includes the imagination of democratic and sustainable futures as one of its main conceptual axes. This study analyses official documents of public policies carried out in the Iberian context, to examine the treatment of the idea of future in education systems. Three levels of policies have been studied: state educational laws, primary education curricula and institutional teacher training policies. The public policies have been analysed using the normative method of content analysis, with a syntactic sampling strategy, calculating the absolute and relative frequency of the units of analysis. Results show that there are few references to the construction of the concept of the future in public policies and suggest that the opportunity to educate others on the imagination of desirable futures may be being wasted. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1361989 |
| Database: | ERIC |
| Abstract: | In a historical moment, where the future is considered a threat, it seems highly relevant to teach the ability to imagine desirable futures. Education for the Future (EF), from the Anglo-Saxon tradition, represents a reference to give a response to negative images about the idea of the future. The competences for democratic culture defined by the Council of Europe provide the basis for the elaboration of a theoretical framework that includes the imagination of democratic and sustainable futures as one of its main conceptual axes. This study analyses official documents of public policies carried out in the Iberian context, to examine the treatment of the idea of future in education systems. Three levels of policies have been studied: state educational laws, primary education curricula and institutional teacher training policies. The public policies have been analysed using the normative method of content analysis, with a syntactic sampling strategy, calculating the absolute and relative frequency of the units of analysis. Results show that there are few references to the construction of the concept of the future in public policies and suggest that the opportunity to educate others on the imagination of desirable futures may be being wasted. |
|---|---|
| ISSN: | 1134-3478 1988-3293 |
