Imagining futures
Author(s)
Rowan, Leonie
Griffith University Author(s)
Year published
2012
Metadata
Show full item recordAbstract
Following on from the cases and examples of transformative educational practices explored in the previous chapters, this chapter works to highlight the particular kinds of mindsets that usefully underpin transformative and creative attempts to respond to the longstanding educational challenges relating to both schools use of CCTS and the pursuit of educational justice. Attention is drawn to the value of particular kinds of attitudes towards change, the centrality of relationships to any future proofing agenda, and the importance of anti-essentialist approaches to conceptualizing technologies and learners. The chapter concludes ...
View more >Following on from the cases and examples of transformative educational practices explored in the previous chapters, this chapter works to highlight the particular kinds of mindsets that usefully underpin transformative and creative attempts to respond to the longstanding educational challenges relating to both schools use of CCTS and the pursuit of educational justice. Attention is drawn to the value of particular kinds of attitudes towards change, the centrality of relationships to any future proofing agenda, and the importance of anti-essentialist approaches to conceptualizing technologies and learners. The chapter concludes by emphasizing the need for ongoing cross domain conversations to support and sustain transformative educational practices into multiple (and fundamentally unknowable) educational and social futures.
View less >
View more >Following on from the cases and examples of transformative educational practices explored in the previous chapters, this chapter works to highlight the particular kinds of mindsets that usefully underpin transformative and creative attempts to respond to the longstanding educational challenges relating to both schools use of CCTS and the pursuit of educational justice. Attention is drawn to the value of particular kinds of attitudes towards change, the centrality of relationships to any future proofing agenda, and the importance of anti-essentialist approaches to conceptualizing technologies and learners. The chapter concludes by emphasizing the need for ongoing cross domain conversations to support and sustain transformative educational practices into multiple (and fundamentally unknowable) educational and social futures.
View less >
Book Title
Transformative approaches to new technologies and student diversity in futures oriented classrooms: Future Proofing Education
Subject
Curriculum and pedagogy theory and development