Educación para el futuro: Currículo y prácticas educativas en Australia, España y Chile.
Saved in:
| Title: | Educación para el futuro: Currículo y prácticas educativas en Australia, España y Chile. |
|---|---|
| Alternate Title: | Futures education: Curriculum and educational practices in Australia, Spain, and Chile. |
| Authors: | Castellví, Jordi1 jordi.castellvimata@unir.net, Escribano, Carmen2 carmen.escribano@unir.net, Santos, Rodrigo3 rodrigo.santos@ubc.ca, Marolla, Jesús4 jesus.marolla@umce.cl |
| Source: | Comunicar. oct2022, Vol. 30 Issue 73, p45-55. 11p. |
| Subject Terms: | *Young adults, *Curriculum, *Secondary education, *Primary education, Climate change, Social action |
| Geographic Terms: | Chile, Spain |
| Abstract (English): | The images of the future among young people have been conditioned by the stories present in the media, films, books, and also in school. Educational curriculums are made up of a selection of knowledge that privileges some ways of understanding the future over others. Young people often imagine a future that is in economic, social, and/or climate crisis. However, they also imagine a bright future for themselves, detached from the future they imagine for society. In this article, we present a qualitative analysis of the curriculums of Australia, Spain, and Chile, together with interviews with teachers from these countries. We investigate the presence and absence of futures education in these curriculums, their degree of development regarding futures education, and make a first analysis of the influence of futures education in schools. To do this we identify four dimensions: situate in time, anticipate, imagine alternative futures, and social action. The results show that, while the Australian curriculum explicitly includes education for the future, the Spanish and Chilean curriculum include it only tangentially. In addition, the socio-cultural context of schools and the will of the teaching staff are elements that determine the implementation of futures education in the school context. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Diversos estudios nos indican que las imágenes del futuro que tienen los jóvenes están condicionadas por los relatos presentes en los medios de comunicación, las películas, los libros y también en la escuela. Los currículos educativos incluyen una selección de contenidos que privilegian unas formas de entender el futuro por encima de otras. Los jóvenes suelen representar un futuro en crisis económica, social y/o climática. Sin embargo, estos imaginan para sí mismos un futuro brillante, totalmente desligado del futuro de la sociedad. En este artículo presentamos un análisis cualitativo de carácter descriptivo e interpretativo de los currículos de Australia, España y Chile, junto con entrevistas a docentes de estos países, para estudiar la presencia y ausencia de la educación para el futuro en sus planes de estudios, así como su grado de desarrollo, y hacer un primer análisis de la influencia de la educación para el futuro en las escuelas. Para ello identificamos cuatro dimensiones: situar en el tiempo, anticipar, imaginar futuros alternativos y actuar socialmente. Los resultados muestran que, mientras que el currículo australiano incluye de forma explícita la educación para el futuro, el currículo español y chileno la incluyen solo de forma tangencial. Además, el contexto sociocultural del centro y la voluntad del profesorado son elementos que determinan el desarrollo de la educación para el futuro en la escuela. [ABSTRACT FROM AUTHOR] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 158375814 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Educación para el futuro: Currículo y prácticas educativas en Australia, España y Chile. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Futures education: Curriculum and educational practices in Australia, Spain, and Chile. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Castellví%2C+Jordi%22">Castellví, Jordi</searchLink><relatesTo>1</relatesTo><i> jordi.castellvimata@unir.net</i><br /><searchLink fieldCode="AR" term="%22Escribano%2C+Carmen%22">Escribano, Carmen</searchLink><relatesTo>2</relatesTo><i> carmen.escribano@unir.net</i><br /><searchLink fieldCode="AR" term="%22Santos%2C+Rodrigo%22">Santos, Rodrigo</searchLink><relatesTo>3</relatesTo><i> rodrigo.santos@ubc.ca</i><br /><searchLink fieldCode="AR" term="%22Marolla%2C+Jesús%22">Marolla, Jesús</searchLink><relatesTo>4</relatesTo><i> jesus.marolla@umce.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. oct2022, Vol. 30 Issue 73, p45-55. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Social+action%22">Social action</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The images of the future among young people have been conditioned by the stories present in the media, films, books, and also in school. Educational curriculums are made up of a selection of knowledge that privileges some ways of understanding the future over others. Young people often imagine a future that is in economic, social, and/or climate crisis. However, they also imagine a bright future for themselves, detached from the future they imagine for society. In this article, we present a qualitative analysis of the curriculums of Australia, Spain, and Chile, together with interviews with teachers from these countries. We investigate the presence and absence of futures education in these curriculums, their degree of development regarding futures education, and make a first analysis of the influence of futures education in schools. To do this we identify four dimensions: situate in time, anticipate, imagine alternative futures, and social action. The results show that, while the Australian curriculum explicitly includes education for the future, the Spanish and Chilean curriculum include it only tangentially. In addition, the socio-cultural context of schools and the will of the teaching staff are elements that determine the implementation of futures education in the school context. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Diversos estudios nos indican que las imágenes del futuro que tienen los jóvenes están condicionadas por los relatos presentes en los medios de comunicación, las películas, los libros y también en la escuela. Los currículos educativos incluyen una selección de contenidos que privilegian unas formas de entender el futuro por encima de otras. Los jóvenes suelen representar un futuro en crisis económica, social y/o climática. Sin embargo, estos imaginan para sí mismos un futuro brillante, totalmente desligado del futuro de la sociedad. En este artículo presentamos un análisis cualitativo de carácter descriptivo e interpretativo de los currículos de Australia, España y Chile, junto con entrevistas a docentes de estos países, para estudiar la presencia y ausencia de la educación para el futuro en sus planes de estudios, así como su grado de desarrollo, y hacer un primer análisis de la influencia de la educación para el futuro en las escuelas. Para ello identificamos cuatro dimensiones: situar en el tiempo, anticipar, imaginar futuros alternativos y actuar socialmente. Los resultados muestran que, mientras que el currículo australiano incluye de forma explícita la educación para el futuro, el currículo español y chileno la incluyen solo de forma tangencial. Además, el contexto sociocultural del centro y la voluntad del profesorado son elementos que determinan el desarrollo de la educación para el futuro en la escuela. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158375814 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3916/C73-2022-04 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 11 StartPage: 45 Subjects: – SubjectFull: Young adults Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Primary education Type: general – SubjectFull: Climate change Type: general – SubjectFull: Social action Type: general – SubjectFull: Chile Type: general – SubjectFull: Spain Type: general Titles: – TitleFull: Educación para el futuro: Currículo y prácticas educativas en Australia, España y Chile. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Castellví, Jordi – PersonEntity: Name: NameFull: Escribano, Carmen – PersonEntity: Name: NameFull: Santos, Rodrigo – PersonEntity: Name: NameFull: Marolla, Jesús IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: oct2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 30 – Type: issue Value: 73 Titles: – TitleFull: Comunicar Type: main |
| ResultId | 1 |
