Equity in a twenty-first century learning intensive society: is schooling part of the solution?
Purpose ? 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 ? 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 ? Industrial era schooling may be incompatible with post-industrial heterarchical equity. Practical implications ? 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 ? 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.
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