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

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)3-13
Number of pages11
JournalLiteracy
Volume53
Issue number1
DOIs
DateAccepted/In press - 25 Nov 2018
DatePublished (current) - 18 Jan 2019

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 re-sources 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.

    Research areas

  • anticipation studies, educational philosophy, future studies, literacy education, storytelling

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  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Wiley at https://doi.org/10.1111/lit.12176 . Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 684 KB, PDF document

    Embargo ends: 18/01/21

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