All planning involves imagining the future. In education that often means imagining the setting, the texts and resources, as well as the teachers and learners. But our imaginings are always coloured by previous experiences and constrained by different discourses. Often these discourses are enshrined in official documentation, and are themselves a reification of a past order. And so the past gradually begins to infect the imagined future, right up until the point at which the present is produced. So perhaps innovation rests in the strength and originality of our imaginings of the future and our ability to resist the gravitational pull of the past.
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