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What about foresight literacy? Equipping students to engage in unknown futures

Bateman, Debra 2006, What about foresight literacy? Equipping students to engage in unknown futures, in Voices, vibes and visions: hearing the voices, feeling the vibes, capturing the visions - proceedings of the AATE/ALEA national conference 2006, Charles Darwin University, Darwin, N.T., pp. 1-14.

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Title What about foresight literacy? Equipping students to engage in unknown futures
Author(s) Bateman, Debra
Conference name AATE/ALEA national conference (2006 : Darwin, NT)
Conference location Darwin, Northern Terroritory
Conference dates 8 - 11 July 2006
Title of proceedings Voices, vibes and visions: hearing the voices, feeling the vibes, capturing the visions - proceedings of the AATE/ALEA national conference 2006
Editor(s) Rennie, J
Publication date 2006
Conference series Australian Association for the Teaching of English and Australian Literacy Educators Association Conference
Start page 1
End page 14
Publisher Charles Darwin University
Place of publication Darwin, N.T.
Summary In education, there is much rhetoric about a school's capacity to prepare learners for 'the future'. For example, there have been 'Schools of the future', 'Lighthouse schools of the future' and many claims from schools around the world that their roles encompass 'educating students for the future' and developing 'citizens of the future'. However, as 'futures educators', the questions must be asked: 'whose future?' and 'what future?'. Considering texts which promote this educational premise require tools and philosophical understandings, in order to deconstruct and articulate the future for which we prepare our young. This paper describes the way in which foresight literacy can be developed through engagement with explicit futures education tools and concepts. It highlights a number of futures texts indiscriminately presented within culture and society, and exposes some of the ways in which foresight (futures) understandings can be achieved. This reading, writing and articulation of a multiplicity of futures is referred to as foresight literacy. This paper does not address the 'future of literacy', but rather the way in which futures education equips students to engage with texts assuming, and describing a future.
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2006, The Author
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005917

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.