Abstract
In a time of global economic crisis with imminent austerity measures, protests in the form of the ‘Arab Spring’ and the ‘Occupy’ movements, a reluctance both domestically and internationally to deal with ecological sustainability, concomitant issues around intergenerational equity and the unprecedented technological advancement in science and communications, one should not be surprised that having to think about the future can warrant anxiety or possibly unequivocal apathy. Education, in this world order, is no different. Consumed by a political agenda unashamedly making education a subsidiary of economic reform governed only by the mind-numbing logic of instrumental reason, those of us working in the area of contemporary education research are left with such an extraordinarily narrow description of modern education that we appear to have only penurious possibilities for representing educational futures. It is therefore with great joy that this essay reviews three recent books devoted to developing radical philosophical, ethical and practical understandings beyond a schooling system based on standardised testing, yet that do not hark to a past viewed through rose-coloured glasses. Instead, the three texts that form the basis of this review ask us to consider what it means to be, to live, and to be educated in what some may consider an incantation to a ‘posthuman’ world. Thus, this review will
Published Version
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