The Past and Present of Futures Literacy: A Conceptual Exposure

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Abstract

I critically examine the concept of "futures literacy," a notion essential for a democratic society but also a contributor to curriculum overload. Even though the intent of ensuring equitable opportunities is commendable, the incorporation of new concepts overwhelms the existing educational structure. I suggest a categorization process that discerns whether such conceptual additions are genuinely novel or are merely existing concepts in disguise, and argue that "futures literacy" falls into the latter category. Through deconstruction of 'futures literacy' into its components, I aim to demonstrate this perspective. I emphasize the importance of a thorough assessment prior to integrating novel literacies into education, a principle that can be applied to other emergent literacies infiltrating the educational sphere.

Author

• Maria S. Dobryakova Karrol, Institute of Education - NRU Higher School of Economics