Disrupting the megatrend of the climate emergency through the Australian curriculum: technologies
- 65 Downloads
Reversing a global megatrend such as the climate emergency that is wreaking havoc on Earth’s natural and human systems presents unprecedented educational challenges. Indeed, the planet’s probable future, particularly for children and young people, is looking increasingly dire. The Australian Curriculum: Technologies offers an unexpected timely response to the climate emergency through its overarching key idea, ‘creating preferred futures’. In a preferable future, the kind for which we hope this Point and Counterpoint section will be a catalyst, educational institutions urgently introduce climate change education into the curriculum, and then invite students to engage in possibility thinking or curiosity-driven co-creative exploration to identify authentic problems related to the climate emergency that they want to address. Through possibility thinking, students can push back against the education currently on offer and learn to be anticipatory. With an anticipatory disposition, they can engage in strategic foresight to anticipate the digital literacies they will need not only to solve their climate emergency problems, but also to identify pathways and reward for a future of work that schools are not preparing them for in the present. Rather than waiting for the future to happen, students need viable opportunities to think about what their preferred future might look like, and how they can collaborate in a productive manner to co-create that future over the probable one. Such a stance requires students to take on an anticipatory disposition and articulate the digital literacies they will need in order to act with agency and conviction to be co-creative, co-imaginative and co-enterprising. We argue that a wise, humanising creativity (WHC) is central to children and young people engaging in collaborative thinking and ethical joint action to co-create their preferred futures.
KeywordsClimate emergency Wise humanising creativity (WHC) anticipatory digital literacies STEM
- Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). The Australian Curriculum: Technologies. http://www.australiancurriculum.edu.au/technologies/introduction.
- Beale, B. (2016). What will it take for us to pay attention to climate change? The Science Show. Radio National, Australian Broadcasting Corporation. http://www.abc.net.au/radionational/programs/scienceshow/what-will-it-take-for-us-to-pay-attention-to-climate-change/7749086.
- Bodzin, A. M. (2014). The effectiveness of the geospatial curriculum approach on urban middle level students’ climate change understandings. Journal of Science Education and Technology, 23(4), 1–12.Google Scholar
- Buckingham, D. (2007). Beyond technology. Children’s learning in the age of digital culture. London: Polity Press.Google Scholar
- Burrus, D. (2015). 3 Potent secrets to innovation. http://www.burrus.com/2015/01/3-potent-secrets-to-innovation/.
- Chappell, K. (2008). Towards humanising creativity. UNESCO Observatory E-Journal Special Issue on Creativity, Policy and Practice Discourses: Productive Tensions in the New Millennium, 1(3). http://education.unimelb.edu.au/__data/assets/pdf_file/0010/1105786/chappell.pdf.
- Chappell, K., Craft, A., Rolfe, L., & Jobbins, V. (2012). Humanising creativity: Valuing our journeys of becoming. International Journal of Education and the Arts, 13(8), 1–35.Google Scholar
- Climate Institute. (2016). National agenda for climate action. http://climateinstitute.org.au/national-agenda.html.
- Commonwealth Scientific and Industrial Research Organisation (CSIRO). (2016a). Our approach. http://www.csiro.au/en/Do-business/Futures/Approach.
- Commonwealth Scientific and Industrial Research Organisation (CSIRO). (2016b). Australia 2030: Navigating our uncertain future. https://www.csiro.au/~/media/Do-Business/Files/CSIRO-Futures/FUTURES_Australia2030_Report_web.pdf?la=en&hash=94BCA26410582F610F368C66AD2F842F2E002735.
- Cooper, N. (2016). Schools failing in climate change education: researcher. Brisbane Times. http://www.brisbanetimes.com.au/queensland/schools-failing-in-climate-change-education-researcher-20160425-goensx.html.
- Craft, A. (2000). Creativity across the primary curriculum. London: Routledge.Google Scholar
- Craft, A. (2001). Little c creativity. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in education. London: Continuum.Google Scholar
- Craft, A. (2011). Creativity and education futures: Learning in a digital age. Stoke-on-Trent: Trentham Books.Google Scholar
- Craft, A. R., & Chappell, K. A. (2014). Possibility thinking and social change in primary schools. Education, 3(13), 1–19.Google Scholar
- Craft, A., Chappell, K., & Walsh, C. S. (2013). Deliverable 2.2.1: C2Learn Learning design for creative emotional reasoning (CER). C2Learn: Creative emotional computational tools fostering co-creativity in learning processes.
- Foundation for Young Australians (FYA). (2015). The new work order: Ensuring young Australians have skills and experience for the jobs of the future, not the past. http://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-final-lr.pdf.
- John-Steiner, V. (2000). Creative collaboration. Oxford: Oxford University Press.Google Scholar
- King, A., & Henley, B. J. (2016). We have almost certainly blown the 1.5 degree global warming target. The Conversation.Google Scholar
- Livingstone, S. (2003). Mediated childhoods: A comparative approach to young people’s changing media environment in Europe. In J. Turow & A. L. Kavanaugh (Eds.), The wired homestead: An MIT press sourcebook on the internet and the family (pp. 207–226). Cambridge: MIT Press.Google Scholar
- Le Guin, U. K. (2004). The wave in the mind: Talks and essays on the writer, the reader, and the imagination. Boston: Shambhala Publications.Google Scholar
- McKibbon, B. (2016). Recalculating the Climate Math. New Republic. https://newrepublic.com/article/136987/recalculating-climate-math. Accessed 1 December 2016.
- McPherson, G. (2016). Monster climate change essay. Nature Bats Last (blog). http://guymcpherson.com/climate-chaos/.
- Mitchell, G. (2015). Australia tops the world for climate change denial: study. Sydney Morning Herald. http://www.smh.com.au/environment/climate-change/australia-tops-the-world-for-climate-change-denial-study-20150717-gierns.html.
- New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9–38). South Yarra: MacmillanGoogle Scholar
- Perkins-Kirkpatrick, S. (2016). Feeling the heat. Inside Story. http://insidestory.org.au/feeling-the-heat.
- Roston, E. (2016). Anthrax-spewing zombie deer are the least of your warming planet worries. Bloomberg. http://www.bloomberg.com/news/articles/2016-08-02/anthrax-spewing-zombie-deer-are-the-least-of-your-warming-planet-worries.
- Scribbler, R. (2016). Early warning signs (blog). https://robertscribbler.com/2016/04/08/early-warning-signs-for-james-hansens-superstorms-visible-north-atlantic-cool-pool-as-harbinger-to-all-hell-breaking-loose/.
- Slezak, M. (2016). The blob: How marine heatwaves are causing unprecedented climate chaos. The Guardian. https://www.theguardian.com/science/2016/aug/15/the-blob-how-marine-heatwaves-are-causing-unprecedented-climate-chaos.
- Walsh, C. (2016). Digital literacies. In M. A. Peters (Ed.), Encyclopaedia of educational philosophy and theory. Singapore: Springer.Google Scholar
- Walsh, C. (2017). Anticipatory digital literacies for an uncertain future. In R. Dillon & L. M. Tan (Eds.), Teaching and learning with technology, Proceedings of the 2015 global conference on teaching and learning with technology (CTLT). Singapore: Springer.Google Scholar
- Walsh, C. S., Craft, A., Chappell, C., & Koulouris, P. (2014). Gameful learning design to foster co-creativity? International Conference of the Australian Association for Research in Education (AARE) and the New Zealand Association for Research in Education (NZARE). “Speaking back through Research” Brisbane, Australia. http://www.aare.edu.au/data/2014_Conference/Full_papers/Walsh_14_.pdf.
- Walsh, C. S., Chappell, K., & Craft, A. (2017). The potential for fostering wise humanising creativity in a digital gaming and social networking environment. Thinking Skills and Creativity, (in press).Google Scholar
- Whitehouse, H. (2016). The new realism: A rationale for supporting children’s climate activism (chapter 14). In K. Winograd (Ed.), Education in times of environmental crises: Teaching children to be agents of change. New York: Routledge.Google Scholar