Keri Facer
Dados Biográficos
| ID | 214739 |
|---|---|
| NOME | Keri Facer |
| PRENOMES | Keri |
| SOBRENOME | Facer |
| ASSINATURA | FACER K |
| AFILIAÇÕES | University of Bristol |
| ORCID | 0000-0002-4642-7806 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAÇÕES | 128 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
“Time is different working with the land”
How we respond to sustainability is inextricably entangled with our ideas about and practices of time, yet time remains relatively unexplored in environmental education. To fill this gap, this paper looks to the ‘temporal pedagogies’ afforded by European ecovillages, as sites intentionally removed from the paces of industrialized societies and aligned to the tempos of grassroot organization and multispecies ecologies. Drawing on ethnographic rese…
Algorithmic futuring
Futures of education are increasingly defined through predictive technologies and methods. We conceptualize ‘algorithmic futuring’ as the use of data-driven digital methods and predictive infrastructures to anticipate educational futures and animate actions in the present towards their materialization. Specifically, we focus on algorithmic futuring in the education technology investment industry, and the role of predictive infrastructures of valu…
Beyond voice
This mosaic essay reflects on the invitation to speak to a JME symposium on Education and Climate Change and the convenors' request for participants to engage with the previous history of scholarship on education and environment in this journal.It begins by recognising that the world is still confronting deepening ecological and climate degradation, despite 50 years of calls for transformation and despite a long tradition of environmental and sus…
Sociodigital futures of education
As EdTech industries grow in reach and power it is imperative to motivate conditions for ethical challenge and contestation, always remaining attentive to the kinds of education futures that dominant imaginaries of technology foreclose. In this paper, we explore how the multiple lenses of reparations, sovereignty, care and democratisation can offer resources for envisaging alternative sociodigital futures of education. We identify how these ideas…
Virtual flying carpets and digital disaster rooms
Around the world we are seeing the emergence of new institutions and organisations offering immersive speculative environments which deploy virtual and mixed realities to give participants a ‘live experience’ of the future. Often (but not exclusively) found in an emerging network of ‘museums of the future’, the distinctive affordances of these mixed reality environments have yet to be fully grasped in terms of their implications for public partic…
Educating the temporal imagination
Climate change has been called both a ‘slow emergency’ and an ‘urgent crisis’, it creates tensions between human and non-human temporalities, it asks some communities to ‘speed up’ and demands others slow down, and requires choices between present needs, historical responsibilities and future consequences. If students are to understand and confront climate (in)justice, then a ‘temporal imagination’ (Adam, 1998) is required that is alert to the wa…
Possibility and the temporal imagination
At the heart of possibility thinking is time. In this paper I argue for the necessity of cultivating a ‘temporal imagination’ to help in our discernment of possibilities in the world. I argue that the ways we think about and live in time – whether we are drawn to focus on pasts or futures, see the world through linear or cyclical frames, and create habitual rhythms to synchronise ourselves – is a form of invisible power that structures our percep…
Introduction
The study of time has always had to deal with the fact that it has no easy disciplinary home. Each discipline may have its own take–with the sociology, anthropology and philosophy of time all being well-established. But what has often characterised an interest in time is the relentless pull to inter- and multidisciplin-ary ways of working. Much has been written about the theories and methodsappropriate to this wide-rangingfield, not least in the …
Imagination and the Future University
This essay argues that thinking about university futures requires not only practices of critique and desire, but practices of rigorous and reflexive imagination. Building on Bill Sharpe's three horizons framework, it argues that debates about university futures are dominated by horizon 1 thinking (critique of the current situation) and horizon 3 thinking (normative aspirations toward desirable futures) but that there is limited exploration of hor…
Three Decades of Climate Mitigation
Despite three decades of political efforts and a wealth of research on the causes and catastrophic impacts of climate change, global carbon dioxide emissions have continued to rise and are 60% higher today than they were in 1990. Exploring this rise through nine thematic lenses—covering issues of climate governance, the fossil fuel industry, geopolitics, economics, mitigation modeling, energy systems, inequity, lifestyles, and social imaginaries—…
Losses, hopes, and expectations for sustainable futures after Covid
The COVID-19 pandemic has caused immense distress but also created opportunity for radical change. Two main avenues for recovery from the pandemic have been discussed: A “back to normal” that foregrounds economic recovery, and a sustainable and progressive “build back better” approach that seeks to address global problems such as inequality and climate change. The article reports two experiments conducted on representative British and American sa…
Provincialising Futures Literacy
Nomi Claire Lazar, Out of Joint
The Stuff of Contention and Care
Drawing on fieldwork in Bristol, UK, the article resituates the increasingly popular policy framing of a "learning city" within recent anthropological debates on urban political materiality. Using research findings from fieldwork conducted in sites of informal and non-formal learning on the margins of a UNESCO Learning City, we argue for an ethnography that is attentive to the ways in which learning manifests itself in everyday life. Through thre…
Walking the city
Bristol, our home town, has a famous tower that stands on one of its highest points. Climbing up inside the narrow staircase in the dark, you suddenly come to an archway at the top that brings you out blinded into the light and to a vision of the city spreading out beyond you: the parks, the river, the serried ranks of brightly coloured terraced houses climbing the many hills, the corporate headquarters by the docks, the trainlines snaking throug…
Governing Education Through The Future
Valuing Interdisciplinary Collaborative Research
The return of the real
The class: living and learning in the digital age , by Sonia Livingstone and Julian-Sefton Green, New York, New York University Press, 2016, 370 pp., £62 (hardcover), ISBN 978-1-47-982424-3
Introduction to ‘Learning the Future Otherwise
Contesting anticipatory regimes in education
Using the Future in Education
Sitting on my desk are a pile of books, my own amongst them, concerned with the relationship between education and “the future.” They are a mixed bunch both in their diagnoses of what the future may bring—techno-utopias, environmental crisis, economic breakthroughs or catastrophes—and in terms of their views of how education should respond—disaggregation of the institution into myriad online learning environments, redesigned curricula based on ne…
Developing Reflexive identities through collaborative, interdisciplinary and precarious work
This paper explores the experiences of 24 Early Career Researchers working in interdisciplinary and precarious employment conditions in which they are managing collaborations with multiple partners beyond the university as part of the AHRC’s ‘Connected Communities’ Programme. These conditions emerge from conflicting sources – from critical and emancipatory moves in knowledge production as well as from globalising neoliberal education policies. Th…
Childhood Futures
Co-operative Education and Schools
There is a growing Co-operative Education sector in England within the region of 300 schools now describing themselves as Co-operative Schools. The growth of this sector is subject to significant debate – is it a countervailing movement for local democracy or is it simply another chain of schools that will hasten the marketisation of education? This article draws on the relatively limited extant literature on the history of co-operative education…
After the moral panic? Reframing the debate about child safety online
This paper examines the initial ‘moral panic’ surrounding children's access to the Internet at the end of the last century by analysing more than 900 media articles and key government documents from 1997 to 2001. It explores the ambiguous settlements that this produced in adult–child relations and children's access to the Internet. The paper then revisits the policy and media debate a decade later by examining the Byron Review, Digital Britain Re…
Contesting anticipatory regimes in education
Beyond the Myth of the 'Cyberkid
There is increasing concern that information poverty will soon become a key indicator of social exclusion, with those unable to use and access new technologies marginalized from key aspects of economic and social activity. This concern, at present, focuses primarily on adults, as young people are predominantly represented in media, academic and political discourse as naturally competent computer users. In contrast, this paper focuses on those you…
Introduction to ‘Learning the Future Otherwise
Provincialising Futures Literacy
What's the Point of Using Computers
Despite the column inches and policy statements dedicated to arguing that young people need to use computers, very little is known about the reasons why young people themselves might value and acquire computer expertise. Drawing on a survey of 855 children and 16 detailed case studies of children's use of computers at home this article explores the influence of software design, family discourses, peer group culture and gender identity on children…
Constructing the Child Computer User
Universal access to the 'new capital' of information and knowledge via Information and Communications Technologies (ICT) has become a central goal of education reform under the New Labour Government. Public policy and media discourses, however, currently construct young children in a paradoxical relationship with new technologies, as both at the vanguard of the digital revolution 'effortlessly grasping the tools' of the new technologies, and at t…
After the moral panic? Reframing the debate about child safety online
This paper examines the initial ‘moral panic’ surrounding children's access to the Internet at the end of the last century by analysing more than 900 media articles and key government documents from 1997 to 2001. It explores the ambiguous settlements that this produced in adult–child relations and children's access to the Internet. The paper then revisits the policy and media debate a decade later by examining the Byron Review, Digital Britain Re…
Developing Reflexive identities through collaborative, interdisciplinary and precarious work
This paper explores the experiences of 24 Early Career Researchers working in interdisciplinary and precarious employment conditions in which they are managing collaborations with multiple partners beyond the university as part of the AHRC’s ‘Connected Communities’ Programme. These conditions emerge from conflicting sources – from critical and emancipatory moves in knowledge production as well as from globalising neoliberal education policies. Th…
Co-operative Education and Schools
There is a growing Co-operative Education sector in England within the region of 300 schools now describing themselves as Co-operative Schools. The growth of this sector is subject to significant debate – is it a countervailing movement for local democracy or is it simply another chain of schools that will hasten the marketisation of education? This article draws on the relatively limited extant literature on the history of co-operative education…
Educating the temporal imagination
Climate change has been called both a ‘slow emergency’ and an ‘urgent crisis’, it creates tensions between human and non-human temporalities, it asks some communities to ‘speed up’ and demands others slow down, and requires choices between present needs, historical responsibilities and future consequences. If students are to understand and confront climate (in)justice, then a ‘temporal imagination’ (Adam, 1998) is required that is alert to the wa…
Introduction
The study of time has always had to deal with the fact that it has no easy disciplinary home. Each discipline may have its own take–with the sociology, anthropology and philosophy of time all being well-established. But what has often characterised an interest in time is the relentless pull to inter- and multidisciplin-ary ways of working. Much has been written about the theories and methodsappropriate to this wide-rangingfield, not least in the …
The Stuff of Contention and Care
Drawing on fieldwork in Bristol, UK, the article resituates the increasingly popular policy framing of a "learning city" within recent anthropological debates on urban political materiality. Using research findings from fieldwork conducted in sites of informal and non-formal learning on the margins of a UNESCO Learning City, we argue for an ethnography that is attentive to the ways in which learning manifests itself in everyday life. Through thre…
What's the Point of Using Computers
Despite the column inches and policy statements dedicated to arguing that young people need to use computers, very little is known about the reasons why young people themselves might value and acquire computer expertise. Drawing on a survey of 855 children and 16 detailed case studies of children's use of computers at home this article explores the influence of software design, family discourses, peer group culture and gender identity on children…
Beyond the Myth of the 'Cyberkid
There is increasing concern that information poverty will soon become a key indicator of social exclusion, with those unable to use and access new technologies marginalized from key aspects of economic and social activity. This concern, at present, focuses primarily on adults, as young people are predominantly represented in media, academic and political discourse as naturally competent computer users. In contrast, this paper focuses on those you…
Constructing the Child Computer User
Universal access to the 'new capital' of information and knowledge via Information and Communications Technologies (ICT) has become a central goal of education reform under the New Labour Government. Public policy and media discourses, however, currently construct young children in a paradoxical relationship with new technologies, as both at the vanguard of the digital revolution 'effortlessly grasping the tools' of the new technologies, and at t…
Constructing the Child Computer User
This article was developed from an ESRC funded research project (1998-2000) entitled 'ScreenPlay' conducted by researchers from Bristol, Cardiff and University of Wales Newport universities. \nThe work acknowledges that access to new technologies in the area of information and communication (ICT) is of great concern to the British government but challenges the stereotype that all young people are vanguards of a 'digital revolution'. Based on rese…
Learning Futures
In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education. Drawing on ten years of research into educ…
Learning Futures
Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognising the challenges that the next two decades may bring
Childhood Futures
Co-operative Education and Schools
There is a growing Co-operative Education sector in England within the region of 300 schools now describing themselves as Co-operative Schools. The growth of this sector is subject to significant debate – is it a countervailing movement for local democracy or is it simply another chain of schools that will hasten the marketisation of education? This article draws on the relatively limited extant literature on the history of co-operative education…
After the moral panic? Reframing the debate about child safety online
This paper examines the initial ‘moral panic’ surrounding children's access to the Internet at the end of the last century by analysing more than 900 media articles and key government documents from 1997 to 2001. It explores the ambiguous settlements that this produced in adult–child relations and children's access to the Internet. The paper then revisits the policy and media debate a decade later by examining the Byron Review, Digital Britain Re…
Using the Future in Education
Sitting on my desk are a pile of books, my own amongst them, concerned with the relationship between education and “the future.” They are a mixed bunch both in their diagnoses of what the future may bring—techno-utopias, environmental crisis, economic breakthroughs or catastrophes—and in terms of their views of how education should respond—disaggregation of the institution into myriad online learning environments, redesigned curricula based on ne…
Developing Reflexive identities through collaborative, interdisciplinary and precarious work
This paper explores the experiences of 24 Early Career Researchers working in interdisciplinary and precarious employment conditions in which they are managing collaborations with multiple partners beyond the university as part of the AHRC’s ‘Connected Communities’ Programme. These conditions emerge from conflicting sources – from critical and emancipatory moves in knowledge production as well as from globalising neoliberal education policies. Th…
Valuing Interdisciplinary Collaborative Research
The return of the real
The class: living and learning in the digital age , by Sonia Livingstone and Julian-Sefton Green, New York, New York University Press, 2016, 370 pp., £62 (hardcover), ISBN 978-1-47-982424-3
Introduction to ‘Learning the Future Otherwise
Contesting anticipatory regimes in education
Walking the city
Bristol, our home town, has a famous tower that stands on one of its highest points. Climbing up inside the narrow staircase in the dark, you suddenly come to an archway at the top that brings you out blinded into the light and to a vision of the city spreading out beyond you: the parks, the river, the serried ranks of brightly coloured terraced houses climbing the many hills, the corporate headquarters by the docks, the trainlines snaking throug…
Governing Education Through The Future
Nomi Claire Lazar, Out of Joint
The Stuff of Contention and Care
Drawing on fieldwork in Bristol, UK, the article resituates the increasingly popular policy framing of a "learning city" within recent anthropological debates on urban political materiality. Using research findings from fieldwork conducted in sites of informal and non-formal learning on the margins of a UNESCO Learning City, we argue for an ethnography that is attentive to the ways in which learning manifests itself in everyday life. Through thre…
Three Decades of Climate Mitigation
Despite three decades of political efforts and a wealth of research on the causes and catastrophic impacts of climate change, global carbon dioxide emissions have continued to rise and are 60% higher today than they were in 1990. Exploring this rise through nine thematic lenses—covering issues of climate governance, the fossil fuel industry, geopolitics, economics, mitigation modeling, energy systems, inequity, lifestyles, and social imaginaries—…
Losses, hopes, and expectations for sustainable futures after Covid
The COVID-19 pandemic has caused immense distress but also created opportunity for radical change. Two main avenues for recovery from the pandemic have been discussed: A “back to normal” that foregrounds economic recovery, and a sustainable and progressive “build back better” approach that seeks to address global problems such as inequality and climate change. The article reports two experiments conducted on representative British and American sa…
Provincialising Futures Literacy
Imagination and the Future University
This essay argues that thinking about university futures requires not only practices of critique and desire, but practices of rigorous and reflexive imagination. Building on Bill Sharpe's three horizons framework, it argues that debates about university futures are dominated by horizon 1 thinking (critique of the current situation) and horizon 3 thinking (normative aspirations toward desirable futures) but that there is limited exploration of hor…
Possibility and the temporal imagination
At the heart of possibility thinking is time. In this paper I argue for the necessity of cultivating a ‘temporal imagination’ to help in our discernment of possibilities in the world. I argue that the ways we think about and live in time – whether we are drawn to focus on pasts or futures, see the world through linear or cyclical frames, and create habitual rhythms to synchronise ourselves – is a form of invisible power that structures our percep…
Introduction
The study of time has always had to deal with the fact that it has no easy disciplinary home. Each discipline may have its own take–with the sociology, anthropology and philosophy of time all being well-established. But what has often characterised an interest in time is the relentless pull to inter- and multidisciplin-ary ways of working. Much has been written about the theories and methodsappropriate to this wide-rangingfield, not least in the …
Sociology (22 obras) · Political science (19 obras) · Law (14 obras) · Computer Science (13 obras) · Psychology (13 obras) · Global Educational Policies and Reforms (12 obras) · Public relations (12 obras) · Politics (11 obras) · Law (10 obras) · Economics (9 obras)