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Equity in a twenty‐first century learning intensive society: is schooling part of the solution?

Riel Miller (Member of foresight's editorial board, based at XperidoX, Paris, France.)

Foresight

ISSN: 1463-6689

Publication date: 1 July 2006

Abstract

Purpose

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The purpose of this article is to explore the relationship between equity and schooling in a post‐industrial society using a scenario of the learning intensive society.

Design/methodology/approach

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The method used here, but not elaborated as such, is based on a “hybrid strategic scenario method” that is a technique for building “futures literacy”.

Findings

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Industrial era schooling may be incompatible with post‐industrial heterarchical equity.

Practical implications

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By questioning the role of schools in developing the capacities necessary for post‐industrial society this article calls for an examination of emergent alternatives.

Originality/value

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Both the method and conclusions are distinctive and may be valuable for strategic conversations aimed at questioning the assumptions that shape the decisions made today.

Keywords

Citation

Miller, R. (2006), "Equity in a twenty‐first century learning intensive society: is schooling part of the solution?", Foresight, Vol. 8 No. 4, pp. 13-22. https://doi.org/10.1108/14636680610682003

Download as .RIS

Publisher

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Emerald Group Publishing Limited

Copyright © 2006, Emerald Group Publishing Limited

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