Abstract
Through the lens of exile, this conceptual study explores the complex associations of choice and change, and their implications for education, in a range of areas from sociology through psychology and physiology. In bringing together and synthesising diverse thoughts about choice and change, it inquires into how educators and their professional practices can support the choices of young people in creating significant change and the hopeful future through knowledge economies. It concludes that, if the moral purposes of change are to be social and communal development, mental models should be chosen and knowledge created to accomplish those purposes. At stake is the legacy of today’s choices for young people’s futures.
Similar content being viewed by others
References
Argyris, C. (1970). Intervention theory and method: A behavioural science view. Reading: Addison-Wesley.
Barber, B. R. (1995). Jihad vs. McWorld. New York: Times Books.
Bauman, Z. (1993). Postmodern ethics. Oxford: Blackwell.
Bauman, Z. (2000). Liquid modernity. Cambridge: Polity.
Bauman, Z. (2001). The individualised society. Cambridge: Polity.
Bauman, Z. (2003). Liquid love: On the frailty of human bonds. Cambridge: Polity Press.
Berman, M. (1988). All that is solid melts into air: The experience of modernity. New York: Viking Penguin.
Bourdieu, P. (1990). In other words: Essays towards a reflexive sociology. Stanford: Stanford University Press.
Carr, C. (1996). Choice, chance and organizational change: Practical insights from evolution for business leaders and thinkers. New York: American Management Association.
Dawkins, R. (1989). The selfish gene. New York: Oxford University Press.
Digby, S. (2006). 2020 vision. Teacher, 167, 32–37.
Friedman, L. (1999). The horizontal society. New Haven: Yale University Press.
Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.
Fullan, M. (2003). Change forces with a vengeance. London: RoutledgeFalmer.
Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: HarperCollins.
Glasser, W. (2000). Reality theory in action. New York: HarperCollins.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.
LeDoux, J. (2002). Synaptic self: How our brains become who we are. New York, Viking Penguin.
Marion, R. (1999). The edge of organization: Chaos and complexity theories of formal social systems. Thousand Oaks: Sage.
Ogilvie, D. (2004). The next world: Anarchy now. Flaxton: Post Pressed.
Sarason, S. B. (1990). The predictable failure of educational reform: Can we change course before it’s too late? San Francisco: Jossey-Bass.
Stacey, R. D. (1996). Complexity and creativity in organizations. San Francisco: Berrett-Koehler.
Sylwester, R. (2003). A biological brain in a cultural classroom (2nd ed.). Thousand Oaks: Corwin Press.
Tester, K. (2004). The social thought of Zygmunt Bauman. Basingstoke: Palgrave Macmillan.
Whyte, D. (2001). Crossing the unknown sea: Work as a pilgrimage of identity. New York: Riverhead Books.
Author information
Authors and Affiliations
Corresponding author
Additional information
Dedicated to my Dad, Pieter, 19 April 1922–18 April 2004, ‘Recte faciendo neminem timeas’.
Rights and permissions
About this article
Cite this article
Sytsma, S. What about choice for a change?. J Educ Change 8, 131–154 (2007). https://doi.org/10.1007/s10833-007-9022-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10833-007-9022-1