chapter  12
Epistemic change and the transformation of education
Pages 9

Tables 12.1 and 12.2 compare hegemonic and alternative visions so as to clarify the choices. This is done for both educational utopias and dystopias, as well as for social and educational eutopias. They provide the concluding map of the questions raised in this book. Clearly, while each vision promises a bright future, each vision also comes with a dystopian possibility. This book has presented several alternative visions for the transformation of education that desire to play an important role in creating more balanced societies of tomorrow. It also critiqued the foreclosing of the future, which occurs when some visions are privileged and seen as the only ‘real’ possibilities. The question now becomes: What can be done today to create some of these desirable futures? If the continuation of the present is desired, or if the realization of hegemonic futures visions is desired, not much effort is needed. The continuation of what the majority is already doing would suffice. On the other hand, if the disruption of hegemonic futures and of the continuation of present trends is desired, much more fundamental and difficult work is required. This is because there is a need to rebuild on the ‘faulty foundations’, and to sustain that effort through the generations and not expect ‘solutions’ to occur either immediately or in our lifetimes. Utopias take a long time to materialize-the best measurement of this achievement is when they are no longer recognized as such.