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Storytelling in troubled times: what is the role for educators in the deep crises of the 21st century?

Storytelling in troubled times: what is the role for educators in the deep crises of the 21st... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Literacy Wiley

Storytelling in troubled times: what is the role for educators in the deep crises of the 21st century?

Facer, Keri
Literacy , Volume 53 (1) – Jan 1, 2019
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References (58)

Publisher
Wiley
Copyright
Copyright © 2019 Wiley Subscription Services, Inc., A Wiley Company
ISSN
1741-4350
eISSN
1741-4369
DOI
10.1111/lit.12176
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Literacy – Wiley

Published: Jan 1, 2019

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