Abstract:
This dissertation explores the ways in which the interconnected, systemic and global crises of climate, economics, and social justice demand that educators fundamentally reimagine the way young people learn, empowering students through transformative, interdisciplinary experiences that encourage them to take responsibility for shaping their future. Research in ecological design thinking suggests that, given the degree to which the industrial paradigm of academic silos and high-stakes exams is entrenched, this change may emerge first from within a school community, through engaging all stakeholders in codesigning a Centre for Imagination that offers space to explore new ways of learning, space to inspire new paths of action, and space to incubate new initiatives.
