The Problems with the Future: Educational Futurism and the Figural Child

Journal of Philosophy of Education 48 (4):559-573 (2014)
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This article contributes to work on temporality in education. Challenging the future-oriented focus in contemporary education, the authors question how ideas and assumptions regarding the future—centred on the Child—can set narrow boundaries around children in schools. In carrying out this task, we employ the work of Lee Edelman and John Dewey to examine the educational ramifications of the focus on the future, which we call ‘educational futurism’. The argument seeks specifically to explore how educational futurism imposes limits on educational discourse and privileges a certain future—making it unthinkable to imagine ways outside of such a privileged future. Juxtaposing Lee Edelman and John Dewey, we draw out connections and disconnections between their disparate philosophies, illustrating the ways in which educational futurism ignores or overlooks the lived experiences of children. We conclude by briefly noting the queerness of children and the impact of such queerness on broadening discussions of the future of children and their educations



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References found in this work

Art as Experience.John Dewey - 2005 - Penguin Books.
Experience and education.John Dewey - 1997 - West Lafayette, Ind.: Kappa Delta Pi.
No future: queer theory and the death drive.Lee Edelman - 2004 - Durham: Duke University Press.

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