SwePub - search: WFRF:(Barrineau Susanna)

Enumeration	Reference	Cover	Find
1.	Barrineau, Susanna, et al. (author) Emergentist education and the opportunities of radical futurity 2022 In: Futures. - : Elsevier BV. - 0016-3287 .- 1873-6378. ; 144, s. 103062- Journal article (peer-reviewed)abstract Higher education has been criticised for its instrumental character, which constrains possibilities for meaningful change towards sustainability. Drawing on the concept of radical futurity, we develop a conception of education that we call "emergentist education". We integrate literature from futures studies, education for sustainable development, philosophy of education, and bring into dialogue experiences from three futures-facing educational contexts at a Swedish university. We identify three key areas to conceive of emergentist education and its value in practice: disciplinary and institutional norms, convening around anticipatory emotions, and deepening the paradox of sustainability as emergent through radical futurity. We apply a diffractive analysis through these key areas to demonstrate how a reorientation of education as emergentist might allow students and teachers to contest visions of futures. This work helps in approaching the liberation of education to allow young people to come together whole-heartedly around what matters to them.

Barrineau, Susanna, et al. (author)
Emergentist education and the opportunities of radical futurity
2022
In: Futures. - : Elsevier BV. - 0016-3287 .- 1873-6378. ; 144, s. 103062-
Journal article (peer-reviewed)abstract
- Higher education has been criticised for its instrumental character, which constrains possibilities for meaningful change towards sustainability. Drawing on the concept of radical futurity, we develop a conception of education that we call "emergentist education". We integrate literature from futures studies, education for sustainable development, philosophy of education, and bring into dialogue experiences from three futures-facing educational contexts at a Swedish university. We identify three key areas to conceive of emergentist education and its value in practice: disciplinary and institutional norms, convening around anticipatory emotions, and deepening the paradox of sustainability as emergent through radical futurity. We apply a diffractive analysis through these key areas to demonstrate how a reorientation of education as emergentist might allow students and teachers to contest visions of futures. This work helps in approaching the liberation of education to allow young people to come together whole-heartedly around what matters to them.

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