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Neoliberalising learning : generating alternate futures consciousness

Bateman, Debra and Sutherland-Smith, Wendy 2011, Neoliberalising learning : generating alternate futures consciousness, Social alternatives, vol. 30, no. 4, pp. 32-37.

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Title Neoliberalising learning : generating alternate futures consciousness
Author(s) Bateman, Debra
Sutherland-Smith, Wendy
Journal name Social alternatives
Volume number 30
Issue number 4
Start page 32
End page 37
Total pages 6
Publisher Social Alternatives
Place of publication Brisbane, Qld.
Publication date 2011
ISSN 0155-0306
Summary Both educators and education policies have long claimed a role in preparing students for ‘the future’. This has been referred to as the rhetoric of futures in education, as the notion of a future is assumed, abstract and not articulated (Bateman 2010). Recent research indicates that teachers give little attention to futures thinking in interpreting and enacting curriculum documents. Only when their ‘futures consciousness’ was increased were they able to generate explicit alternate futures scenarios and make connections with learners (Bateman 2012). In light of international education policy agendas pressing countries to adopt economic competitiveness in national curriculum policies, the ‘future’ vision looks narrow and constrained. We argue that current educational reforms in Australia provide little scope to address the concept of multiple futures, which are significant in enabling citizens to shape and contribute in personal, local and global contexts.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2011
Copyright notice ©2011, Social Alternatives
Persistent URL http://hdl.handle.net/10536/DRO/DU:30041180

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