Journal
LITERACY
Volume 53, Issue 1, Pages 3-13Publisher
WILEY
DOI: 10.1111/lit.12176
Keywords
storytelling; literacy education; anticipation studies; future studies; educational philosophy
Funding
- Arts and Humanities Research Council Leadership Fellowship Grant [REF AH/N504518/1]
- AHRC [AH/N504518/1] Funding Source: UKRI
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This essay examines the role of educators in the tangled economic, social, environmental and technological crises of the present time. It argues that a central purpose of education in this period is to support students to imagine and make liveable futures on their own terms. To do this, the paper proposes that the colonizing, optimizing and catastrophic stories that dominate accounts of the relationship between education and the future should be replaced by a recognition of students and worlds as co-emerging. It introduces resources from the fields of anticipation, temporality and decolonial studies that gesture towards a new educational practice. It concludes by arguing that supporting students to make, tell and listen to stories has a critical role to play in enabling students to identify and articulate desires, hopes, fears and dreams for the future and to engage with the rich complexities of the present.
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