Networked Cosmopolitanism? Shaping Learners by Remaking the Curriculum of the Future
What is the future of the school curriculum? Although the use of digital technologies has proliferated widely in schools, their influence on how school curricula are conceived and developed is profound yet often overlooked. In this chapter I argue that curriculum development and design is now increasingly shaped by “the problems technology poses, with the potential it promises, and with the models of social and political order it seems to make available” (Barry, 2001, p. 2). This chapter explores prototype designs for the “curriculum of the future” (Young, 1998) and it interrogates the ideas about the future social and political order they embody, and the ideas about learning and learner identity they promote. The two examples are “Quest to Learn” (Q2L), a “high school for digital kids” opened in New York City in 2009 “where students learn to see the world as composed of many different kinds of systems,” and “Learning Futures,” a UK school transformation program, which repositions school as a “learning commons” in a web of “extended learning relationships.”
KeywordsSchool Curriculum Social Entrepreneurialism Curriculum Reform Political Order Learn Future
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