Possibility thinking and social change in primary schools

Abstract

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested. With a focus on uniquely positioned professional wisdom, each school was engaged in change which rejected some assumptions while integrating new ideas relevant to their community, leading to quiet revolutions. Implications for primary schools that generate their own practices and narratives regarding educational futures are discussed.

Keywords:

• word
• possibility thinking
• social change
• quiet revolutions
• preferred educational futures

Acknowledgements

This study was made possible by a small grant from the Open University's Centre for Research into Education and Educational Technology (CREET) during the year 2012–2013, for which we are most grateful. We are also grateful to everyone involved in the two research sites for agreeing to have us research their school practices.

Additional information

Funding

This work was supported by the Open University, CREET Small Grants Scheme.