Since the initiation of my academic journey at EFI, my thoughts have undergone a continuous flux. Identifying the paramount point of focus has proven to be a challenge, given my multitude of interests and observations pertaining to education and the role of an educator. Upon reflection, it became evident that many of these interests converge within the framework of a ‘Wicked Problem’ (WP).
The current semester introduced the course titled “Educating for a Challenging Future,” which has notably become a personal favorite, shedding light on the amalgamation of ideas that had previously worried me.
Coined by Rittel and Webber in 1973, wicked problems are characterized by their complexity and elusive definitions. Numerous attempts to address these problems have yielded unforeseen consequences. McCune et al., (2021) aptly noted that “working with wicked problems often involves moving beyond disciplinary silos to edge across disciplines and with other stakeholders and appreciating and responding to differences in values and emotions” (p.1). This revelation during our studies on Educating for a Challenging Future served as an awakening experience. Drawing upon insights from previous courses, personal experiences, and educational interests, I began to delineate the core tenets of my belief system and articulate my utopian ideals for plausible futures in education.
Several compelling themes emerged from this exploration:
1. The neoliberalisation of education
2. Misinformation and the exacerbated marginalisation surrounding migration and forced displacement
3. Decolonising the curriculum
4. Nationalistic and xenophobic rhetoric concerning national identity, politicised passport ranking, and freedom of movement
5. Insufficient development of emotional intelligence (EQ) in education and its repercussions on global politics
6. The impact of war and conflict on education, particularly in connection with migration and forced displacement
7. The lack of involvement and shared discourse with the Global South.
While these themes may appear broad and not necessarily interconnected, a discernible overlap exists. Gradually, a general theme or direction of interest is beginning to emerge. Migration and forced displacement have been enduring interests since the start of my education career. I aim to maintain a connection to these issues while remaining receptive to inspiration and shifts in ideas, direction, and outcomes as my learning journey unfolds, fostering a heightened awareness of the challenges confronting education today.
Reference list
McCune, V., Tauritz, R., Boyd, S., Cross, A., Higgins, P. and Scoles, J. (2021). Teaching wicked problems in higher education: ways of thinking and practising. Teaching in Higher Education, pp.1–16. doi:https://doi.org/10.1080/13562517.2021.1911986.
Rittel, H.W. and Webber, M.M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), pp.155-169.
