Guardians of the Future: International Organisations, Anticipatory Governance and Education

This paper is a comparative analysis of the anticipatory practices deployed by two international organisations (IOs), UNESCO and the OECD, to govern education futures. I show how their coordination of education futures is mediated by: (1) their different histories, missions, resources and geo-political alliances; (2) use of different anticipatory practices; (3) ongoing tensions between the two organisations around who dominates future-making in education; and (4) the challenges to be negotiated when anticipated futures arrive as a problematic present. My argument develops around three moments of crisis as new arenas for what Ann Mische calls hyper-projectivity around futures. In each moment I explore the way UNESCO and the OECD engage in, and compete over, framing, shaping and materialising future presents. In doing so, they claim to be guardians of education futures.

Automated summary

This paper provides a comparative analysis of the anticipatory practices used by the international organizations UNESCO and OECD in governing education futures. It highlights their differences, competitive relationship, and the challenges they may face when anticipated futures become problematic presents.