On the Politics and Ambition of the 'Turn': Unpacking the Relations between Future 1 and Future 3

Autor/inn/en	Morgan, John; Hordern, Jim; Hoadley, Ursula
Titel	On the Politics and Ambition of the 'Turn': Unpacking the Relations between Future 1 and Future 3
Quelle	In: Curriculum Journal, 30 (2019) 2, S.105-124 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2019.1575254
Schlagwörter	Politics of Education; Foreign Countries; Educational Trends; Futures (of Society); Realism; Social Environment; Cultural Context; Educational Policy; Organizations (Groups); Ideology; Educational Change; Curriculum Development; Access to Education; Inclusion; United Kingdom; South Africa + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Ausland; Bildungsentwicklung; Future; Society; Zukunft; Realismus; Soziales Umfeld; Politics of education; Ideologie; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Großbritannien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper suggests that advocates of the 'knowledge turn' have been united in their opposition to Young and Muller's (2010) Future 2, but that this 'union' has masked very different views of the relations between Young and Muller's Future 1 and Future 3. Whereas some who subscribe to the 'turn' see a 'weak boundary' between Futures 1 and 3 (and therefore consider them similar), others construe these Futures as very different and strongly bounded. We argue that these positions are often underpinned by irreconcilable political persuasions and conceptions of education, society and the curriculum. In order to illustrate the argument, we discuss the political project of the UK-based Academy of Ideas, many of whose members have been involved in advocating implicitly or explicitly for a weak boundary between Futures 1 and 3. This position is then contrasted with those in the UK who are more strongly committed to exploring a distinctive Future 3, and the situation in South Africa, where the tensions between different educational Futures are acutely visible due to the social, cultural and political context and academic and policy debates around the curriculum. We conclude with some implications of our arguments for the Future 3 principles of disciplinarity and sociality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01