Long Line: Curriculum Futuring

This post is part of a series of posts pulled from a piece of writing I completed in November 2012. For more information on this series, see this post.

Context | Looking Back | Transformation | Looking Back at the Looking Back | Questions | On ethics | Letting Go of Nothing | Taking on Subject and Objects | On meaning making | Why the language of causality trouble me | Conceptual versus Empirical | Futuring | Temporality and Time | Brief Note | Back to Time | What to do with the Past | Some tools to help us be | An example from my past | Avoiding Labels | The educational turn | Being and curriculum | Curriculum of Being | Curriculum Futuring | On dispositions as ways of being | Being and pedagogy | Being and technology | Being and the body | References


Curriculum Futuring

I have been looking forward to exploring this idea for some time. Returning to the discussion of Tony Fry’s work on defuturing and the Grimmitt piece: I think there is a vast area ripe for conceptual reflection when it comes to curriculum futuring. I will touch on this briefly since I laid much of the groundwork earlier. Curriculum and curriculum studies as they exist currently are frameworks for approaching teaching and learning. For simplicity of purpose, for utility, I am going to radically simplify this understanding of curriculum to the “what” or “to be learned” of the educational endeavor. Taking the familiar road by now, each approach, each framework that posits a way of doing curriculum is actually a way of being in the classroom (learning environment). Each curriculum is grounded in assumptions/presuppositions that inform the meaning of statements and beliefs and knowing and, therefore, are already always enacting a specific future for everyone involved in the educative process. Coming to grips with the already always futuring of the curriculum is the first challenge. The next, and even bigger concern, is how to create a future.

If the curriculum as experience, as lived and existing right now, is giving a particular future (or framing), then we should have a say in the future that we are creating with our curriculum. How does this work begin? Start with the future. What do we want? Make a list. What would we need to get there (to the future)? Go back to the basics. What are the assumptions, the meanings, that would need to be negotiated and stated to position ourselves towards that future? And, this cannot be stressed enough, what concerns/challenges/beliefs/assumptions from the past need to be completed or cleared up in order to allow us to move forward into our future? I have no grasp on how long such a process could take, but I know that it would be incredibly fulfilling and empowering to go on such a journey.


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