Reimagining the future of education and critical, emancipatory teacher education
DOI:
https://doi.org/10.24310/cpe.1.1.2025.22071Keywords:
Educational futures, critical teacher education, emancipationAbstract
Amid the whirlwind of transformations shaping contemporary society—characterized by ecological crises, persistent inequalities, accelerated technological change, and profound cultural shifts—education emerges more than ever as a strategic domain for envisioning and constructing possible futures. However, despite the apparent proliferation of reforms, curricular innovations, and modernizing discourses, many of these changes remain largely superficial. The educational system continues to bear structural inertia and knowledge organization frameworks that are more aligned with the logics of the past than with the challenges of the present.
What is at stake is not merely a revision of content or methodology, but a genuine revolution of the educational system—a profound reconfiguration of its foundational principles, aims, and operational modes. The traditional paradigm—fragmented, discipline-bound, transmission-oriented, and based on rigid hierarchies—appears increasingly outdated and inadequate when confronted with the complexities of the 21st century. What this era demands is an education that places the human dimension at its core, understood in all its richness and diversity
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