Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education

David Rousell; Matthew P. Sinclair

doi:10.1080/00131911.2024.2362176

Back

Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education

Journal article

Open access

Peer reviewed

Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education

David Rousell and Matthew P. Sinclair

Educational review, Vol.77(6), pp.1754-1777

2025

DOI: https://doi.org/10.1080/00131911.2024.2362176

Appears in Recent Faculty of Education Publications

Files and links (2)

pdf

Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education3.39 MBDownload View

Published (Version of record)CC BY-NC-ND V4.0, Open Access

url

Desiring-futures in education policy: assemblage theory,artificial intelligence, and UNESCO’s futures of educationView

Published (Version of record)CC BY-NC-ND V4.0, Open

Metrics

2 File views/ downloads

12 Record Views

4 Times Cited - Web of Science

See more details

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

Source: InCites

Abstract

Critical policy analysis

assemblage theory

artificial intelligence

climate change

education futures

The United Nations Educational, Scientific and Cultural Organization (UNESCO) launched its Futures of Education policy initiative in early 2020. The process sought to open a sustained global policy debate on educational futures in a world typified by climatological instability, social inequity, and political unrest. Drawing on Deleuze and Guattari’s theory of assemblages, this paper explores how the Futures of Education initiative simultaneously produces, captures, and reroutes flows of desire by opening its policymaking process to global consultation. Following this line of thinking, the paper introduces a speculative method for critical policy analysis that utilises AI-powered tools to generate expressive images and imaginaries of education futures based on UNESCO’s three stages of policy development. The authors argue that this method enables a step beyond conventional interpretations of a policy’s discursive content toward a speculative analysis of its processual dynamics and expressive potentials. Ultimately, the paper underscores the generative possibilities of AI-assisted methods for tracking flows and expressions of desire within education policy assemblages under conditions of climatological and political upheaval. The authors encourage further experimentation with plugging emerging technologies into global policy assemblages to better understand how desire is invested into particular images and imaginaries of educational futures.

Details

Title: Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education
Creators: David Rousell - RMIT University
Matthew P. Sinclair - Curtin University
Publication Details: Educational review, Vol.77(6), pp.1754-1777
Publisher: Routledge
Identifiers: 991013203212502368
Copyright: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License. (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Academic Unit: Faculty of Education
Language: English
Resource Type: Journal article

Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education

Files and links (2)

Related links

Metrics

UN Sustainable Development Goals (SDGs)

Abstract

Details

Southern Cross University Social media