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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.
Authors: Rousell, David (AUTHOR), Sinclair, Matthew P. (AUTHOR)
Source: Educational Review. Sep2025, Vol. 77 Issue 6, p1754-1777. 24p.
Subjects: Education policy, Artificial intelligence, Theorists, Climate change, Educational planning, Global studies, Policy analysis, Deliberation, Guattari, Félix, 1930-1992, UNESCO
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. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO's futures of education.
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  Data: <searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Theorists%22">Theorists</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br /><searchLink fieldCode="DE" term="%22Global+studies%22">Global studies</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+analysis%22">Policy analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Deliberation%22">Deliberation</searchLink><br /><searchLink fieldCode="DE" term="%22Guattari%2C+Félix%2C+1930-1992%22">Guattari, Félix, 1930-1992</searchLink><br /><searchLink fieldCode="DE" term="%22UNESCO%22">UNESCO</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd 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.)
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      – Type: doi
        Value: 10.1080/00131911.2024.2362176
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        Text: English
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        Type: general
      – SubjectFull: Artificial intelligence
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      – SubjectFull: Theorists
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      – SubjectFull: Climate change
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      – SubjectFull: Educational planning
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      – SubjectFull: Guattari, Félix, 1930-1992
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      – SubjectFull: UNESCO
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      – TitleFull: Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO's futures of education.
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              Text: Sep2025
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