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  • Imagining futures

    Author(s)
    Rowan, Leonie
    Griffith University Author(s)
    Rowan, Leonie
    Year published
    2012
    Metadata
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    Abstract
    Following on from the cases and examples of transformative educational practices explored in the previous chapters, this chapter works to highlight the particular kinds of mindsets that usefully underpin transformative and creative attempts to respond to the longstanding educational challenges relating to both schools use of CCTS and the pursuit of educational justice. Attention is drawn to the value of particular kinds of attitudes towards change, the centrality of relationships to any future proofing agenda, and the importance of anti-essentialist approaches to conceptualizing technologies and learners. The chapter concludes ...
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    Following on from the cases and examples of transformative educational practices explored in the previous chapters, this chapter works to highlight the particular kinds of mindsets that usefully underpin transformative and creative attempts to respond to the longstanding educational challenges relating to both schools use of CCTS and the pursuit of educational justice. Attention is drawn to the value of particular kinds of attitudes towards change, the centrality of relationships to any future proofing agenda, and the importance of anti-essentialist approaches to conceptualizing technologies and learners. The chapter concludes by emphasizing the need for ongoing cross domain conversations to support and sustain transformative educational practices into multiple (and fundamentally unknowable) educational and social futures.
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    Book Title
    Transformative approaches to new technologies and student diversity in futures oriented classrooms: Future Proofing Education
    DOI
    https://doi.org/10.1007/978-94-007-2642-0_13
    Subject
    Curriculum and pedagogy theory and development
    Publication URI
    http://hdl.handle.net/10072/53655
    Collection
    • Book chapters

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