Childhood, possibility thinking and wise, humanising educational futures

An aspect of rapid, unpredictable change is digital technology which engages increasing numbers of children and young people. Consumers and producers, participants in virtual spaces seamlessly integrated with their lives, young people engage through gaming, social networking and generating and manipulating content. They thus experiment and explore, engaging in possibility thinking in a marketized environment. aper considers implications for educators of conceptualising young people as capable and potent, rather than vulnerable and at risk. Suggesting it is the marketization of these practices, rather than childrenʹs possibility thinking, that is problematic, the paper suggests harnessing playful, plural, participative creativity to develop wise, humanising creativity. Through a quiet revolution, educators and students may co-create alternative, enabling educational futures for sustaining possibilities.