Foresight

Situating futures literacies in the Colombian educational system: a decolonizing theoretical model

Carl Edlund Anderson 1
Rosa Dene David 2
1
 
Facultad de Educación, Universidad de La Sabana, Bogota, Colombia and Department of Language and Literature, Signum University, Nashua, New Hampshire, USA
Publication typeJournal Article
Publication date2022-07-15
Journal: Foresight
scimago Q1
SJR0.601
CiteScore5.1
Impact factor2.3
ISSN14636689, 14659832
Management of Technology and Innovation
Business and International Management
Abstract
Purpose

This paper aims to present a theoretical model for restructuring Colombia’s educational initiatives in response to current socioeconomic needs. More equitable and decolonized education could help learners decouple their capacities to imagine the future from colonialized paradigms, thereby opening spaces for more active engagement in their own futures.

Design/methodology/approach

The authors take a critical, postmodern approach focused on empowering people to transcend constraints from a colonial past and recognizing that the purpose of knowledge, although reflecting power and social relationships, is to help people improve society. Notions of situated and futures literacies nourish an approach toward a decolonized and glocalized educational model.

Findings

The current Colombian educational system tends to favor a single focus – local, national or international – at the expense of the others. The authors argue that educational policy and planning should account for three realms of knowledge: locally situated literacies, nationally situated literacies and globally situated literacies.

Originality/value

Deconstructing obsolete and colonized methodologies could not only help prepare Colombian learners for active engagement both within and beyond their modern-day borders but could also help transform other educational systems originally designed to support societies and economies that no longer exist, including those of the Global North.

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