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The Future is Now!

Co-creating meaningful education
The 5-6th of June 2019 - Pre-conference June 4, 2019
Hogeschool de Kempel, The Netherlands

Keynote Speakers


Celiane Camargo-Borges (USA): Social Construction in Education
Social Constructionism is a theoretical movement that brings an alternative philosophical assumption regarding reality construction and knowledge production. It is concerned with the ways in which knowledge is historically situated and embedded in cultural values and practices. According to this approach, meanings are socially constructed via the coordination of people in their various encounters; therefore, it is always fluid and dynamic. This workshop introduces cutting edge ideas and concepts on learning processes inspired by Social Constructionist philosophical approach. The course introduces the framework of social constructionism, demonstrating how meaning making is central to knowledge development. Emphasis is given to the use of narrative in providing direction, thriving in diversity, reframing and creative problem solving and culture building. The workshop provides the groundwork for understanding how learning happen, offering innovative ideas on working formats for learning environments.
The Youth (NED): The Future are We!
The Future are We! It is so important to give our Youth a voice at the conference.
Children and students from the regio will open with an inspiring keynote: The Future are We. Just listen!
Kenneth Gergen (USA): Co-creating Meaningfull Education for the Future
Professor Kenneth J. Gergen. is a founding member, President of the Taos Institute and Chair of the Board, and the Mustin Professor of Psychology at Swarthmore College. He has served as president of two divisions of the American Psychological Association, and the Associate Editor of both the American Psychologist, and Theory and Psychology. Gergen has been a major contributor to social constructionist theory and organizational change practices. Among his major works are Realities and relationships, soundings in social construction; The Saturated Self; An invitation to social construction; An Invitation to Social Construction; and most recently, Relational being, beyond self and community. Gergen’s work has received numerous awards, including fellowships, foundation awards, and honorary degrees in both Europe and the U.S.


Keynote
The pace of life continues to quicken. New ideas, innovations, movements, and challenges rapidly circle the globe. New technologies transform the landscape of cultural life. Our children and youth live in an unprecedented swirl of information, opinion, and values. The need for re-thinking education has never been more critical. Yet, our educational institutions remain largely fixed to ideas of a century ago. How can we prepare our children and youth for the future, when the future is now?
While the challenges are complex and far-reaching, the present learning festival will be focally concerned with the relational dimension of education. If relationships are central to teaching, learning, motivation, and human well-being, then relationships should figure importantly in re-charting the future. Future education must also move beyond tradition to enable future generations to work together in collaborative, productive and mutually respectful ways. If not, the global future is imperiled.
This concern with relationships is also echoed in the conference proceedings. We hope to engage a wide group of people – including educators, researchers, learners and the general public – in reconsidering current practices, and exploring the challenge of rebuilding, and in creating new ideas. Discussion should be extended to include means of supporting all players in the system- from teachers and learners through families, communities and educational policy leaders – to engage in the work of transformation. A spirit of collaboration will be invited as we explore how education might flourish in the 21st century world.
Rachel Bolstad (NZL): Whose Future?
Rachel is a Senior Researcher at the New Zealand Council for Educational Research (NZCER). She is a co-author of two books Key Competencies for the Future (NZCER, 2014) and Disciplining and drafting or 21st century learning? (NZCER, 2008). Rachel constantly strives to develop her own, and other people's thinking about how our learning and teaching systems may need to change to match the opportunities and demands of a complex and changing world. She co-developed a game called Curriculum for the Future, designed to engage diverse groups in these critical discussions. Rachel enjoys collaboration and draws inspiration and influence from game design and the creative arts. Her key interests include young people's views and experiences of schooling, environmental education/education for sustainability, school-based curriculum development and innovation, science education, education for enterprise, digital technologies, games, and game design for learning.


Keynote
Whose future? Collaboratively rethinking education for worthwhile futures. 
What does it mean to be “future-focussed” in education? Who and what shapes the rhetoric about what young people will need to learn in order to lead successful and decent lives? How much input do teachers, learners, and communities have in these conversations? From a New Zealand perspective, I’ll discuss some of the opportunities and challenges for navigating “the future” in educational thinking and practice, and what I’ve learned from my efforts to support critical conversations about learning and the future with diverse groups including students, communities, teachers, researchers, and policymakers.
Monique van der Heijden (NED): Change Agents to bring Potential to Fruition
Monique van der Heijden is employed as a senior head teacher/researcher at De Kempel University of Applied Sciences (Hogeschool de Kempel) in Helmond. She has broad experience in different aspects of education, including 20 years of experience in training and supervising (future) teachers. She is (co) author of several scientific and professional publications. In the period 2014-2018 she was Academic Director of the Master in Learning and Innovation (Helmond location). In 2012, she won the NWO PhD Scholarship. In June 2017, Van der Heijden obtained her doctorate at the TU Eindhoven. Her PhD research discusses the identification of teachers as change agents in primary education.


Keynote
Change Agents to bring the Potential of Pupils to Fruition.
Our society which is constantly changing requires teachers who continue to innovate, develop and reflect on how they can improve their education with the knowledge of today, in order to bring the potential of pupils to fruition. In other words, teachers are asked to use 'agency' in their work and to function as 'change agents'. Teachers who can be highly characterized as change agents exert influence on their own teaching practice (How can I improve education at class and school level?), on their own professional development (How can I improve my professional behavior?), and on the professional identity development (Who am I as a teacher and who do I want to be as a teacher?). Teachers can be identified to a greater or lesser extent as change agents on the basis of nine change agent characteristics. Four profiles can be distinguished in this respect. In order to adequately equip prospective teachers for the exercise of their future profession, it is important to prepare them during the training to become change agents. In addition, it is important to support teachers in educational practice in developing these change agent characteristics. Both personal and contextual factors affect the way teachers (are able) to act as change agents. By dialoging and collaborating with others – such as the school leader, colleagues and pupils and parents – teachers as change agents continuously redesign their education to enhance pupils’ learning!
Jos Eussen (NED): Youth no longer has the Future - They Are
Coming from a 20-year career in private industry as an economist and eventually CFO and CEO, Jos found himself becoming a social entrepreneur heading the RCE Rhine-Meuse, the first of 148 regions worldwide binding together the knowledge and action of industry, education, science, regional governments and societal institutions for the realization of ‘Education for Sustainable Development’. Preceding the RCE, the international partnership cooperatively developed ‘The OPEDUCA Project’, an ongoing strive to realize future relevant learning. OPEDUCA considers ongoing learning processes that re-base ‘school’ (from primary to higher education) towards continuous learning on future relevant themes in direct cooperation with industry and other partners in knowledge in the own regional community and beyond; basing local-to-global learning opportunities for the next generation. OPEDUCA enables students to learn Anytime, Anyplace, through Any Device, with Anybody. A whole-system and integrative learning approach that combines educations in technology, language, math, sustainability, entrepreneurship, internationalization and skill- and competence development.


Keynote
Youth no longer has the Future - They Are 150 + 10 Years of Teacher Training at De Kempel
In his keynote Jos Eussen wil address the ‘Teacher for the Future’ as a personality that will overcome present day schooling, societal restrictions and deficient innovations in education, taking own initiative to lead and support Students in a local-to-global learning reality. With Teachers for the Future he will look back at the world of education as it was in 2019, shortly before De Kempel adopted a strategy to bring forth what society needed in its strive to grow towards a sustainable future. Together they will observe how by 2030 a reality became real in which youth in the Netherlands and far beyond learns Anytime, Anyplace, through Any Device with Anybody on those themes that define our common future and brought near that so desired more balanced world. They will discuss and show
  • how it could have been possible that various most crucial educations (technology, language, math, sustainability, entrepreneurship, internationalization and citizenship) where regarded back then as ‘stand-alone’ aspects and one-off projects,
  • how skill- and competence development had not been integrated in daily learning,
  • why schools had become so weak they discarded their Teachers’ potential and drive in exchange for buying ready-made educational ‘innovations’, hiring external advisors and parties offering stand-alone projects that further eroded any attempt for an integrative approach,
  • why it took so long for people in education to start working and thinking together through an appreciative lens, in a joint effort, unleashing strength instead of losing ever more faith,
  • what the key changes and blockages have been back ten,
  • what a ‘classroom’ was and why Students’ progress was fed to computers,
  • how Teacher Training towards 2030 became so essentially different from the old days,
  • and what we all could and should learn from these reflections.
Eussen wil not address an audience but an assembly of people that have and voice their own opinions, hopes, fears and dreams.