Abstract
PurposeThe 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/approachThe method used here, but not elaborated as such, is based on a “hybrid strategic scenario method” that is a technique for building “futures literacy”.FindingsIndustrial era schooling may be incompatible with post‐industrial heterarchical equity.Practical implicationsBy questioning the role of schools in developing the capacities necessary for post‐industrial society this article calls for an examination of emergent alternatives.Originality/valueBoth 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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