Utopia as Method: A Response to Education in Crisis?

Autor/inn/en	Van Dermijnsbrugge, Elke; Chatelier, Stephen
Titel	Utopia as Method: A Response to Education in Crisis?
Quelle	In: Asia Pacific Journal of Education, 42 (2022), S.6-19 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Dermijnsbrugge, Elke) ORCID (Chatelier, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2022.2031870
Schlagwörter	Crisis Management; Discourse Analysis; Evidence Based Practice; Educational Philosophy; Educational Change; Guidelines; Global Approach; International Organizations; COVID-19; Pandemics; Educational History; Equal Education; Access to Education; Educational Quality; Neoliberalism; Educational Policy; Archaeology; Ethics; Futures (of Society); Educational Practices + Suchen Sie Ihr Suchwort? Krisenmanagement; Diskursanalyse; Bildungsphilosophie; Erziehungsphilosophie; Bildungsreform; Richtlinien; Globales Denken; International organisation; International organisations; International organization; Internationale Organisation; History of education; Bildungsgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Archäologie; Ethik; Future; Society; Zukunft; Bildungspraxis
Abstract	Claims of crisis in education are not new though their orientation has changed over time. This paper is concerned with the contemporary discourse surrounding an apparent global learning crisis, examining the dominant logics through which education and its concomitant crises are imagined and operationalized. In this conceptual essay, we take "crisis" as representing both challenges faced by society and as an opportunity to interrupt the current order. We suggest that a key crisis facing education currently is not a learning crisis, but the dominant evidence-based approach and "what works" logic. In response, we argue for utilizing Levitas' utopia as method as a way for educational researchers and practitioners to engage in imagining alternative futures. The method involves excavation of conditions that have resulted in the current moment, critical questioning of being for both humans and the institutions we construct, and imagining alternative ways of being and doing education. We illustrate briefly how the method can be used in applying it to an analysis of the OECD's Global Competency Framework. This method is not presented as a solution, but as a crisis response that is imaginative and attempts to create possibilities and spaces of hope. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01