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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 fu 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 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 recognizing the challenges that the next two decades may bring, including:   the emergence of new relationships between humans and technology the opportunities and challenges of aging populations the development of new forms of knowledge and democracy the challenges of climate warming and environmental disruption the potential for radical economic and social inequalities. This book describes the potential for these developments to impact critical aspects of education - including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK's Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities.  An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy-makers and students, who are asking the question 'how can education help us to build desirable futures for everyone in the context of social and technological change?'


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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 fu 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 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 recognizing the challenges that the next two decades may bring, including:   the emergence of new relationships between humans and technology the opportunities and challenges of aging populations the development of new forms of knowledge and democracy the challenges of climate warming and environmental disruption the potential for radical economic and social inequalities. This book describes the potential for these developments to impact critical aspects of education - including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK's Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities.  An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy-makers and students, who are asking the question 'how can education help us to build desirable futures for everyone in the context of social and technological change?'

39 review for Learning Futures: Education, Technology and Social Change

  1. 4 out of 5

    Tara Brabazon

    What a fine book. This is a book with something to say - a view to offer - an argument to make. Professor Facer explores how digitization is transforming 'the project' of education, with attendant discussions of the institutions of learning such as schools and universities. There is attention to sustainability, the ageing population and how teaching and learning will transform. I am particularly impressed by her questioning of the relationship between schools, universities and the workforce. She What a fine book. This is a book with something to say - a view to offer - an argument to make. Professor Facer explores how digitization is transforming 'the project' of education, with attendant discussions of the institutions of learning such as schools and universities. There is attention to sustainability, the ageing population and how teaching and learning will transform. I am particularly impressed by her questioning of the relationship between schools, universities and the workforce. She counterbalances discussions of vocationalism against the importance of building democracy. The book commences with a quotation from Henry Giroux. Professor Facer continues and applies his passion, power and commitment.

  2. 5 out of 5

    Danielle Myburgh

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    Karen

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    L

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    John Connell

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    Ante

  7. 5 out of 5

    Anthony Davies

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    John Fistikis

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    Jonathan

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    Matthew Ramirez

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    Victor Yuen

  12. 5 out of 5

    Fitra

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    Emma

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    Megan Peterson

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    Paddy

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    Steve Mouldey

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    Kelly

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    Ken Pullar

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    John

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    Manuel Moreira

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    Kathrine

  22. 5 out of 5

    Laura

  23. 5 out of 5

    Mark Osborne

  24. 4 out of 5

    Christina.wardcore-ed.org

  25. 5 out of 5

    Chris

  26. 5 out of 5

    Jayne

  27. 4 out of 5

    Krys Collins

  28. 4 out of 5

    Aza Zhag

  29. 4 out of 5

    Nurmuhammed

  30. 5 out of 5

    Ros

  31. 4 out of 5

    Rebbecca

  32. 5 out of 5

    Benjamin Doxtdator

  33. 5 out of 5

    Leslie

  34. 5 out of 5

    Lisa Hake

  35. 5 out of 5

    Sid

  36. 5 out of 5

    Duong Tan

  37. 5 out of 5

    Goodreader

  38. 4 out of 5

    Kristin Andaya

  39. 4 out of 5

    Prasanna

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