Emergentist education and the opportunities of radical futurity
Bibliographic Data
| ID | 9844802 |
|---|---|
| Authors | Susanna Barrineau (0000-0003-3775-1281, Uppsala University, corresponding author), Laila Mendy (0000-0002-8597-8301, Uppsala University), Anne-Kathrin Peters (0000-0001-6874-2885, KTH Royal Institute of Technology) |
| Year | 2022 |
| Volume | 144 |
| Pages | 103062 |
| Publication date | 2022-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Futures (JOURNAL) |
| Journal identifiers | ISSN: 0016-3287 • E-ISSN: 1873-6378 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.futures.2022.103062 |
| OpenAlex | W4309694918 |
| Language | EN |
| Citations received | 6 |
| References cited | 62 |
Higher education has been criticised for its instrumental character, which constrains possibilities for meaningful change towards sustainability. Drawing on the concept of radical futurity, we develop a conception of education that we call "emergentist education". We integrate literature from futures studies, education for sustainable development, philosophy of education, and bring into dialogue experiences from three futures-facing educational contexts at a Swedish university. We identify three key areas to conceive of emergentist education and its value in practice: disciplinary and institutional norms, convening around anticipatory emotions, and deepening the paradox of sustainability as emergent through radical futurity. We apply a diffractive analysis through these key areas to demonstrate how a reorientation of education as emergentist might allow students and teachers to contest visions of futures. This work helps in approaching the liberation of education to allow young people to come together whole-heartedly around what matters to them
CONTEST · Discipline · Embodied cognition · Engineering ethics · Epistemology · Futures contract · Futures studies · Inclusion (mineral · Political science · Social science · Sociology · Sustainability · Vision · Engineering · Environmental Education and Sustainability · Interdisciplinary Research and Collaboration · Law · Philosophy · Sustainability in Higher Education
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Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems
Grieving the future
Experimenting with dystopian scenarios and imagined futures as a critical and creative futures perspective in Environmental and Sustainability Education
Fugitive pedagogies of dread for radical futurity
Snails ahead! Metaphors of change and distributed prefiguration in the degrowth movement
The Palgrave International Handbook of Alternative Education
Good Education in an Age of Measurement
New Materialism
Using vignettes in educational research
Globalization and environmental education
Young People’s Coping Strategies Concerning Climate Change
How post-Bologna policies construct the purposes of higher education and students’ transitions into Masters programmes
Key sustainability competencies for education for sustainability
Education for the future? Critical evaluation of education for sustainable development goals
Contextualizing technology
Risking Ourselves in Education
Living in Denial
On Being Included
Coming Into the World, Uniqueness, and the Beautiful Risk of Education
Global governance by goal-setting
The politics of making and unmaking (sustainable) futures
Key competencies in sustainability
Towards a sustainable future with education
Emotional pathways to climate change responses
Counting Carbon
Depth education and the possibility of GCE otherwise
The UN Decade of Education for Sustainable Development
Future‐oriented emotions
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Education first
Introduction to ‘Learning the Future Otherwise
Contesting anticipatory regimes in education
Provincialising Futures Literacy
Futures in Australian education—tacit, token and taken for granted
The future only arrives when things look dangerous
Emptying the future
Beyond curriculum
From “education for sustainable development” to “education for the end of the world as we know it”
Rhetoric and frame analysis of ExxonMobil's climate change communications
Emergence of environment and sustainability education (ESE) in teacher education contexts in Southern Africa
Gesturing Towards Decolonial Futures
Hope and anticipation in education for a sustainable future
The technology question in feminism
Transformative, transgressive social learning
A diffractive and Deleuzian approach to analysing interview data
Climate emotions and emotional climates
Reading Anger in Early Childhood Intra-Actions
Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |