Abstract
ABSTRACT This paper is a comparative analysis of the anticipatory practices deployed by two international organisations (IOs), UNESCO and the OECD, to govern education futures. I show how their coordination of education futures is mediated by: (1) their different histories, missions, resources and geo-political alliances; (2) use of different anticipatory practices; (3) ongoing tensions between the two organisations around who dominates future-making in education; and (4) the challenges to be negotiated when anticipated futures arrive as a problematic present. My argument develops around three moments of crisis as new arenas for what Ann Mische calls “hyper-projectivity” around futures. In each moment I explore the way UNESCO and the OECD engage in, and compete over, framing, shaping and materialising future presents. In doing so, they claim to be guardians of education futures.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
