FIRST INTERNATIONAL CONFERENCE of the JOURNAL SCUOLA DEMOCRATICA (University of Cagliari and Sassari, Italy)
June 6-8 2019
Call for paper track I.7 Learning futures.
Keywords: anticipatory regimes; educational futures; future labs; future studies.
Educational institutions in a Post-democracy face many challenges and are required to give new answers. The question of how to understand and interact with the future is an urgent question in studies and debates on education.
Anticipatory regimes dominating education in post democratic societies are based on a relationship with the future that is often understood instrumentally within an ethics of probability i.e. conceptualizing the future as a set of alternative, punctual outcomes with precisely assigned probabilities. In this perspective, curricula are designed to shape, legitimise and produce a desired future. Moreover educational discourses, providing the cultural elements in which the individual story of the future lies, can draw scenarios not accessible to all alike, can obscure horizons and exclude subjects from the imaginary future. (Appadurai 2013). Critical thinking on educational futures (Amsler 2015, Amsler and Facer 2017) look for methodologies able to disclose not yet visible potentialities and to generate possibilities. Whilst the future is a central aspect of education, in fact, schools continue to be strongly past-oriented. Although many teachers struggle to help students think about their futures, they are often unaware of both the theories and methods of Futures Studies and do not know how to conduct initiatives such as Future Laboratory in their classroom (Emanuelli et al. 2018).
In this perspective theoretical papers and empirical research are welcomed addressing the following questions: • How the future is present in educational curriculum and practices? • How educational discourses actively construct hopelessness? • Is individual and collective capacity for active-creative engagement with the future something that can be learned? • What kind of innovative educational practices are able to enhance an ethics of possibility? • How agents in the educational system (teachers, students, policy makers, families) view young people’s individual and social futures?
Abstracts should be submitted by February 28, 2019 (check Dates and Deadlines). Abstracts should to be edited in the template form (click to download) and then submitted via the submission platform. Please do not submit your abstract by e-mailing it to the Convenor(s) of the track session you chose. Convenor(s) will receive submitted abstracts automatically from the submission platform and they are going to reject all the abstracts sent to their e-mail addresses. Abstracts should include: 1. Title (limited to 20 words in UPPER CASE); 2. author’s name and surname, institution and email address; 3. five keywords; 4. abstract’s text (limited to 500 words).
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