1. Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed for? Whats happening now? Whats going to happen in the future? Education for Sustainable development Living Geography

2. Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed for? Whats happening now? Whats going to happen in the future? Education for Sustainable development Living Geography

3. Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed for? Whats happening now? Whats going to happen in the future? Education for Sustainable development Living Geography

4. Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed for? Whats happening now? Whats going to happen in the future? Education for Sustainable development Living Geography

5. Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed for? Whats happening now? Whats going to happen in the future? Education for Sustainable development Living Geography

6. Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed for? Whats happening now? Whats going to happen in the future? Education for Sustainable development Living Geography

7. Education for an industrial ageEducation for a post industrial age Social controlSocial emancipation and mobility Schools resembling a production line (mass groups/ divided into age categories/ herded between standard sized rooms/ bells and timetables) Schools resembling contemporary life and work (different spaces for different purposes, working with mixed ages, flexible arrangements for when and where work/ learning takes place) Rigid disciplineFlexibility Exclusive (Sifts managers/ professionals from factory workers) Inclusive (draws out everyones personal abilities to succeed and find their niche in life/ work) Discrete academic subjectsBroad experience & interdisciplinarity Knowledge contentLearning process Individual work and individual assessment of academic knowledge Group work and group assessment of skills and abilities Schools separated (physically and psychologically) from work/ life Schools and education integrated into community, family and workplaces Short term (a passport to university/ job)Education and learning continues lifelong Teachers (impart knowledge)Mentors (guide learning) Knowledge put in to young peopleAbilities and interests brought out of young people Knowledge about/ for the pastKnowledge for future (sustainability & community) Based on Futurelab 2006 & 2009)

8. Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed for? Whats happening now? Whats going to happen in the future? Education for Sustainable development Living Geography

9. Alexander, T. & Potter, J. (2005) Education for a Change. London: RoutledgeFalmer. Barber, M. (2009) We are the people weve been waiting for. [Online] Available at http://www.wearethepeoplemovie.com Bauman, Z. (2000) Liquid Modernity. Cambridge: Polity Press. Beare, H. (2001) Creating the Future School. London: Routledge Falmer. Beck, U. (1992) Risk Society: Towards a New Modernity. London: Sage. Breslin, A. (2005) chapter 20 Curriculum, schooling and the purpose of learning in Alexander, T. and Potter, J. (2005) Education for a Change. Abingdon: Routledge Falmer Castells, M. (ed.) (2004) The Network Society: A Cross Cultural Perspective. London: Edward Elgar. Edge, K. & Bourne, D. (2009) Exploring the Global Dimension in Secondary Schools. Final Research Report for the DCSF (unpublished) Furedi,F. (2009) Wasted: Why Education Isn't Educating London: Continuum Press. Futurelab (2009) Educational, social and technological futures: a report from the Beyond Current Horizons Programme. [online] Available at http://www.beyondcurrenthorizons.org.uk/ Last accessed 05/01/2010http://www.beyondcurrenthorizons.org.uk/ Futurelab (2006) What if...Re-imagining learning Spaces. [Online] Available at http://www.futurelab.org.uk/resources/publications-reports-articles/opening education-reports/Opening-Education-Report128 Last accessed 05/01/2010 Giddens, A. (1999) Runaway World: How Globalisation is Reshaping Our Lives. London: Profile Books. Handy (2005) Schools for life and work. In Alexander, T. & Potter, J. (2005) Education for a Change. London: RoutledgeFalmer. Hirst, P. H. (1974) Knowledge and the Curriculum. London: Routledge. Jackson, P. (2006) Thinking Geographically, Geography, 91(3) pp.199-204 Jones, K. (2003) Education in Britain: 1944 to the present. Cambridge: Polity Press. OECD (2001) Schooling for Tomorrow What Schools For the Future? Paris: OECD publishing QCA (2008) A big picture of the curriculum [Online] Available at http://www.qcda.gov.uk/5856.aspx Last accessed 05/01/2010http://www.qcda.gov.uk/5856.aspx Last accessed 05/01/2010 Standish, A. (2009) Global Perspectives in the Geography Curriculum. London: Routledge. Westaway, J. (2009) A sustainable future for geography? Geography, 94 (1) 4-12 White, J. (2007) What Schools are For and Why. Impact paper No 14. Manchester: Philosophy of Education Society of Great Britain. References