Imagine a world in which there is no war, poverty, inequality or global crises at all. The sun rises on landscapes untouched by the scars of conflict, every child sleeps soundly without the gnawing ache of hunger. It is a place where opportunity isn’t a distant dream but a visible reality for all. In this world, borders are mere lines on maps, not barriers separating people. Nations collaborate not out of necessity, but out of genuine goodwill and mutual respect. Resources are shared equally, and wealth knows no bounds as the collective wellbeing of humanity takes priority over individual gain. Imagine walking down streets where diversity isn’t just tolerated but celebrated. Where education is universal and accessible to all, nurturing the talents and potential of every individual regardless of their background. In this world, the air is clean, and the water pristine. Nature thrives alongside civilisation, not despite it. Renewable energy powers societies, and sustainability isn’t a buzzword but a way of life ingrained in every aspect of human endeavour. Yet, amid this utopian vision, one might wonder: is such a world merely an illusion, or a goal within our reach? Perhaps it’s a reminder that while we may be far from perfection, the pursuit of a better world is a journey worth undertaking – one step, one act of kindness, and one moment of understanding at a time.

‘My research focuses on how education can play a vital role in shaping a narrative of hope, especially in the light of the challenges we face in the Anthropocene era.’

My research focuses on how education can play a vital role in shaping a narrative of hope, especially in the light of the challenges we face in the Anthropocene era. The Anthropocene is characterised by a narrative of crisis, marked by a sense of urgency due to such phenomena as climate change and mass migration. In response, it is crucial to foster the ability to imagine alternative futures. Stories have a unique power to evoke imagination, which is increasingly important as we confront pressing issues such as climate change and migration. Storytelling serves as a method to bring events to life and helps us make sense of our complex world. In my studies, I have implemented storytelling and the Storyline approach combined with Utopian stories to help primary school pupils envision a sustainable future.

My research draws on theories of envisionment, futures literacy and utopian methods. Envisionment theory, proposed by Langer (2011), emphasises the importance of envisioning possible futures. Futures literacy, as outlined by Miller and Sandford (2018) and Häggström and Schmidt (2021), focuses on developing skills to navigate and shape future scenarios. Additionally, I incorporate theories of utopian methods, inspired by Levitas (2013), which encourage imagining and working towards ideal societal structures.

This combined approach not only improves students’ academic performance but also provides them with vital life skills essential for both personal growth and societal health. While upper secondary students participating in my research have reported higher engagement and better memory retention, the long-term effects of integrating the Utopian Storyline – a method that involves creating and exploring idealised scenarios – must be evaluated. Additionally, this method promotes deep emotional and ethical reflection, which can be both advantageous and challenging. The feelings of hope and apprehension about the future experienced by students are noteworthy, and it is essential to manage these emotions constructively within an educational setting. Support systems – such as counseling services, peer support groups, and teacher training programmes – are needed to assist students in navigating these feelings effectively.

Figure 1: Imaginative sustainable future (Generated by ChatGPT, OpenAI, 2024), under the direction of Margaretha Häggström

For more information see: https://www.gu.se/forskning/education-for-resilience-and-sustainability

This blog post relates to a workshop presented at the BERA Conference 2024 and WERA Focal Meeting on Tuesday 10 September at 9:00am. Find out more by searching the conference programme here.

References

Häggström, M., & Schmidt, C. (2021). Futures literacy: To belong, participate and act! An Educational perspective. Futures, 132, 1–11. https://doi.org/10.1016/j.futures.2021.102813

Langer, J. (2011). Envisioning knowledge. Building literacy in the academic disciplines. Teachers College Press, Columbia University.

Levitas, R. (2013). Utopia as method: The imaginary reconstitution of society. Palgrave Macmillan.

Miller, R., & Sandford, R. (2018). Futures literacy: The capacity to diversify conscious human anticipation. In R. Poli (Ed.), Handbook of anticipation: Theoretical and applied aspects of the use of future in decision making (pp. 1–20). Springer.