Desiring-Futures in Education Policy: Assemblage Theory, Artificial Intelligence, and UNESCO's Futures of Education
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| Title: | Desiring-Futures in Education Policy: Assemblage Theory, Artificial Intelligence, and UNESCO's Futures of Education |
|---|---|
| Language: | English |
| Authors: | David Rousell (ORCID |
| Source: | Educational Review. 2025 77(6):1754-1777. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Futures (of Society), Educational Trends, Educational Policy, Educational Theories, Artificial Intelligence, International Organizations, Climate, Policy Analysis, Imagination, Discourse Analysis, Politics of Education |
| DOI: | 10.1080/00131911.2024.2362176 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | The United Nations Educational, Scientific and Cultural Organization (UNESCO) launched its Futures of Education policy initiative in early 2020. The process sought to open a sustained global policy debate on educational futures in a world typified by climatological instability, social inequity, and political unrest. Drawing on Deleuze and Guattari's theory of assemblages, this paper explores how the Futures of Education initiative simultaneously produces, captures, and reroutes flows of desire by opening its policymaking process to global consultation. Following this line of thinking, the paper introduces a speculative method for critical policy analysis that utilises AI-powered tools to generate expressive images and imaginaries of education futures based on UNESCO's three stages of policy development. The authors argue that this method enables a step beyond conventional interpretations of a policy's discursive content toward a speculative analysis of its processual dynamics and expressive potentials. Ultimately, the paper underscores the generative possibilities of AI-assisted methods for tracking flows and expressions of desire within education policy assemblages under conditions of climatological and political upheaval. The authors encourage further experimentation with plugging emerging technologies into global policy assemblages to better understand how desire is invested into particular images and imaginaries of educational futures. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486332 |
| Database: | ERIC |
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| Abstract: | The United Nations Educational, Scientific and Cultural Organization (UNESCO) launched its Futures of Education policy initiative in early 2020. The process sought to open a sustained global policy debate on educational futures in a world typified by climatological instability, social inequity, and political unrest. Drawing on Deleuze and Guattari's theory of assemblages, this paper explores how the Futures of Education initiative simultaneously produces, captures, and reroutes flows of desire by opening its policymaking process to global consultation. Following this line of thinking, the paper introduces a speculative method for critical policy analysis that utilises AI-powered tools to generate expressive images and imaginaries of education futures based on UNESCO's three stages of policy development. The authors argue that this method enables a step beyond conventional interpretations of a policy's discursive content toward a speculative analysis of its processual dynamics and expressive potentials. Ultimately, the paper underscores the generative possibilities of AI-assisted methods for tracking flows and expressions of desire within education policy assemblages under conditions of climatological and political upheaval. The authors encourage further experimentation with plugging emerging technologies into global policy assemblages to better understand how desire is invested into particular images and imaginaries of educational futures. |
|---|---|
| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2024.2362176 |
