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Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures
In this paper, we grapple with the possibility of rethinking education futures by arguing for the continued use of speculative education fiction in critical education studies, a method which has the potential for radical imagination. However, we note that, as a research method, such fictions need to...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9589552/ http://dx.doi.org/10.1007/s42438-022-00348-7 |
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author | Houlden, Shandell Veletsianos, George |
author_facet | Houlden, Shandell Veletsianos, George |
author_sort | Houlden, Shandell |
collection | PubMed |
description | In this paper, we grapple with the possibility of rethinking education futures by arguing for the continued use of speculative education fiction in critical education studies, a method which has the potential for radical imagination. However, we note that, as a research method, such fictions need to rely less on what we identify as pessimistic visions of the future, which are visions exploring themes such as disconnection, lack of autonomy and sovereignty, and technological, corporate, state and/or authoritarian control, as these visions and themes are currently over-represented in recent publications using this method. We further demonstrate the limits of these thematic visions by tracing the relationship between the ways in which pessimistic storytelling, related as it is to apocalyptic storytelling, risks reinforcing inequality, especially with respect to settler colonial injustice. Alternatively, we propose using this method to help develop hopeful futures. These are futures shaped by themes, such as connection, agency and community and individual flourishment, and suggest a turn to the genres of hopepunk, solarpunk and visionary fiction as models of storytelling grounded in hope which imagines more liberatory education and learning futures. |
format | Online Article Text |
id | pubmed-9589552 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-95895522022-10-24 Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures Houlden, Shandell Veletsianos, George Postdigit Sci Educ Original Articles In this paper, we grapple with the possibility of rethinking education futures by arguing for the continued use of speculative education fiction in critical education studies, a method which has the potential for radical imagination. However, we note that, as a research method, such fictions need to rely less on what we identify as pessimistic visions of the future, which are visions exploring themes such as disconnection, lack of autonomy and sovereignty, and technological, corporate, state and/or authoritarian control, as these visions and themes are currently over-represented in recent publications using this method. We further demonstrate the limits of these thematic visions by tracing the relationship between the ways in which pessimistic storytelling, related as it is to apocalyptic storytelling, risks reinforcing inequality, especially with respect to settler colonial injustice. Alternatively, we propose using this method to help develop hopeful futures. These are futures shaped by themes, such as connection, agency and community and individual flourishment, and suggest a turn to the genres of hopepunk, solarpunk and visionary fiction as models of storytelling grounded in hope which imagines more liberatory education and learning futures. Springer International Publishing 2022-10-21 /pmc/articles/PMC9589552/ http://dx.doi.org/10.1007/s42438-022-00348-7 Text en © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Original Articles Houlden, Shandell Veletsianos, George Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures |
title | Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures |
title_full | Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures |
title_fullStr | Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures |
title_full_unstemmed | Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures |
title_short | Impossible Dreaming: On Speculative Education Fiction and Hopeful Learning Futures |
title_sort | impossible dreaming: on speculative education fiction and hopeful learning futures |
topic | Original Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9589552/ http://dx.doi.org/10.1007/s42438-022-00348-7 |
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