Abstract
Following on from the cases and examples of transformative educational practices explored in the previous chapters, this chapter works to highlight the particular kinds of mindsets that usefully underpin transformative and creative attempts to respond to the longstanding educational challenges relating to both schools use of CCTS and the pursuit of educational justice. Attention is drawn to the value of particular kinds of attitudes towards change, the centrality of relationships to any future proofing agenda, and the importance of anti-essentialist approaches to conceptualizing technologies and learners. The chapter concludes by emphasizing the need for ongoing cross domain conversations to support and sustain transformative educational practices into multiple (and fundamentally unknowable) educational and social futures.
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© 2012 Springer Science +Business Media B.V.
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Rowan, L. (2012). Imagining Futures. In: Rowan, L., Bigum, C. (eds) Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2642-0_13
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DOI: https://doi.org/10.1007/978-94-007-2642-0_13
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