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Acting socially, curriculum, primary education, secondary education, futures education, critical thinking
Anguera, C., & Santisteban, A. (2016). Images of the future: Perspectives of students from Barcelona. Journal of Futures Studies, 21(1), 1-18. https://doi.org/10.6531/JFS.2016.21(1).A1
Arnett, J.J. (2000). High hopes in a grim world: Emerging adults' views of their futures and “Generation X”. Youth & Society, 31(3), 267-286. https://doi.org/10.1177/0044118X00031003001
Australian Curriculum, Assessment and Reporting Authority (Ed.) (n.d.). Australian curriculum F-10. https://bit.ly/3eUre80
Beck, U. (2007). Beyond class and nation: Reframing social inequalities in a globalizing world. The British Journal of Sociology, 58(4), 679-705. https://doi.org/10.1111/j.1468-4446.2007.00171.x
Escribano, C. (2021). Enseñar a pensar el futuro a través de la enseñanza y aprendizaje del tiempo histórico. Revista de Investigación en Didáctica de las Ciencias Sociales, 8, 38-57. https://doi.org/10.17398/2531-0968.08.38
Evans, K. (2002). Taking control of their lives? Agency in young adult transitions in england and the new Germany. Journal of Youth Studies, 5(3), 245-69. https://doi.org/10.1080/1367626022000005965
Franceschelli, M., & Keating, A. (2018). Imagining the future in the neoliberal era: Young people’s optimism and their faith in hard work. Young, 26(4), 1-17. https://doi.org/10.1177/1103308817742287
Galland, O. (2008). Young people and society: Contrasting visions of the future. In A. Stellinger, & R. Wintrebert (Eds), Young people facing the future: An international survey (pp. 27-56). Foundation Pour L’Innovation Politique. https://bit.ly/3M1bX3o
Galtung, J. (1982). Schooling, education and the future. Department of Education and Psychology Research, Lund University.
Gidley, J.M. (2004). Futures/foresight in education at primary and secondary levels: A literature review and research task analysis. In J.M. Gidley, D. Batemen, & C. Smith (Eds.), Futures in education: Principles, practice and potential (pp. 5-72). Swinburne press. https://bit.ly/3NGqm6y
Gidley, J.M., & Hampson, G.P. (2005). The evolution of futures in school education. Futures, 37(4), 255-271. https://doi.org/10.1016/j.futures.2004.07.005
Giroux, H. (2017). Beyond the politics of the big lie: The Education deficit and the new authoritarianism. In J.M. Paraskeva (Ed.), Towards a just curriculum theory (pp. 51-65). Routledge. https://doi.org/10.4324/9781315146904
Giroux, H.A. (2013). Beyond dystopian education in a neoliberal society. Fast Capitalism, 10(1), 109-120. https://doi.org/10.32855/fcapital.201301.010
Guldi, J., & Armitage, D. (2016). Manifiesto por la historia. Alianza Editorial. https://bit.ly/38PwTNv
Hicks, D. (2002). Lessons for the future: The missing dimension in education. Routledger Falmer. https://bit.ly/3LVwZR1
Hicks, D. (2004). Teaching for tomorrow: How can futures studies contribute to peace education? Journal of Peace Education, 1(2), 165-178. https://doi.org/10.1080/1740020042000253721
Hutchinson, F. (1992). Futures consciousness and the school: Explorations of broad and narrow literacies for the twenty-first century with particular reference to Australian young people. University of New England.
Inayatullah, S. (2002). Questioning the future: Futures studies, action learning and organizational transformation. Tamkang University Press. https://bit.ly/3t3i2WF
Inayatullah, S. (2008). Six pillars: Futures thinking for transforming. Foresight, 10(1), 4-21. https://doi.org/10.1108/14636680810855991
Inayatullah, S. (2018). Foresight in challenging environments. Journal of Futures Studies, 22(4),15-24. https://doi.org/10.6531/JFS.201806.22(4).0002
Inayatullah, S. (2020). Conspiring to destroy or to create better futures. UNESCO Futures of Education Ideas LAB https://bit.ly/3KTBPyW
Ipsos-Mori (Ed.) (2020). Global Trends 2020: Understanding complexity. https://bit.ly/3HfXy1H
Masini, E. (1994). Construindo o futuro. O impacto global do novo paradigma. Mauad Editorial.
Medina-Vásquez, J.E. (2020). Abriendo caminos en la prospectiva de América Latina y El Caribe. Editorial Usach. https://doi.org/10.2307/j.ctv1k03n6n
Miller, R. (2018). Transforming the future: Anticipation in the 21st Century. Routledge. https://bit.ly/3MXrz9x
Milojevic, I., & Inayatullah, S. (2018). From skilling for new futures to empowering individuals and communities. Journal of Futures Studies, 22(4), 1-14. https://doi.org/10.6531/JFS.201806.22(4).0001
Ministerio de Educación de Chile (Ed.) (2012). Bases curriculares 1° a 6° básico. MINEDUC.
Ministerio de Educación de Chile (Ed.) (2015). Bases curriculares 7° básico a 2° medio. MINEDUC.
Ministerio de Educación de Chile (Ed.) (2019). Bases curriculares 3° y 4° medio. MINEDUC.
Ministerio de Educación, Cultura y Deporte (Ed.) (2014). Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato. Boletín Oficial del Estado, 3, de 03 de enero de 2015. BOE-A-2015-37. https://bit.ly/3udrdF3
Ministerio de Educación, Cultura y Deporte (Ed.) (2014). Real Decreto 126/2014, de 28 de febrero, por el que se establece el curri?culo ba?sico de la Educacio?n Primaria. Boletín Oficial del Estado,52, de 01 de marzo de 2014. BOE A-2014-2222. https://bit.ly/3u9ZGo9
Pagès, J. (2019). Enseñar historia, educar la temporalidad, formar para el futuro. El Futuro del Pasado, 10, 19-56. https://doi.org/10.14516/fdp.2019.010.001.001
Patterson, L., & Forbes, K. (2012). ‘Doing gender’ in the imagined futures of young new Zealanders. Young, 20(2), 119-136. https://doi.org/10.1177/110330881202000201
Patterson, L., Peace, R., Campbell, B., & Parker, C. (2007). Lifelines: Young new Zealanders imagine family, friends and relationships across their life-course. Families Commission. https://bit.ly/3wPXn9s
Pinar, W.F. (2012). What is curriculum theory? Routledge. https://doi.org/10.4324/9780203836033
Poli, R. (2018). A note of classification of future-related methods. European Journal of Future Research, 6(15), 6-15. https://doi.org/10.1186/s40309-018-0145-9
Santisteban, A. (2007). Una investigación sobre cómo se aprende a enseñar el tiempo histórico. Enseñanza de las Ciencias Sociales, 6, 19-30. https://bit.ly/3wZYlBs
Santisteban, A., & Anguera, C. (2014). Formación de la conciencia histórica y educación para el futuro. Clío & Asociados, 19, 249-267. https://doi.org/10.14409/cya.v0i18/19.4750
Silva, J.M. (2013). Coming up short: Working-class adulthood in an age of uncertainty. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199931460.001.0001
Slaughter, R. (2012). Responding to a planetary emergency. Futures, 44(3), 273-276. https://doi.org/10.1016/j.futures.2011.10.010
Stellinger, A., & Wintrebert, R. (2008). Young people facing the future: An international survey. Foundation Pour L’Innovation Politique. https://bit.ly/3M1bX3o
Wildman, P., & Inayatullah, S. (1996). Ways of knowing, civilization, communication and the pedagogies of the future. Futures, 28(8), 723-740. https://doi.org/10.1016/0016-3287(96)00031-6