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As the Journal of Tourism Futures celebrates its tenth anniversary, Dr Albert Postma interviews Dr Peter Bishop, an expert on teaching the future. The interview was held on July 25, 2024.

A personal interview.

The interview provides insights into the importance of teaching the future, the evolution in teaching the future, competencies and skills that the teaching focuses on, challenges of teaching the future in the current era and the role of AI.

Bishop shares his expertise on the development of teaching the future, its key features and its challenges in the current era.

This study aims to investigate into the future of cancer and cancer research in preparation for a strategic plan for a cancer research centre.

The study used framework foresight, a method for creating scenarios and their implications developed by the MS program in Foresight at the University of Houston.

The study identified four scenarios: a continuation scenario in which progress in detecting and treating cancer progressed as it has over the past few decades, a collapse scenario in which attention was diverted from medical research due to a climate crisis, a new equilibrium scenario in which cost became the overriding concern for cancer treatment, and a transformation scenario in which individuals took control of their treatment through Do-It-Yourself remedies. Those scenarios suggested four strategic issues for the planning exercise: the growing volume of genomic and clinical data and the means to learn from it, the increased involvement and influence of patients in diagnosis and treatment, the ability to conduct research in a time of fiscal austerity and declining levels of trust in all professions, including medicine.

The paper not only provides guidance for cancer centers but also for medical practice in general.

The client used the scenarios and their implications as part of its considerations in strategic planning.

This paper represents the first time that Framework Foresight has been applied to a medical topic.

Indigenous students that live in poverty experience contextual socio-economic factors with residual effects of lower educational outcomes than their non-Indigenous counterparts. Indigenous children that live in poverty often have fewer resources, are segregated, and continue to be marginalized in the classroom. The vicious cycle of low education levels for Indigenous peoples confines them to low paying employment or unemployment that results in ongoing poverty or being a statistic categorized as the working poor. The purpose of this research was to gain a better understanding of the strategies that teachers have animated in their classrooms, which they perceived to be successful in encouraging Indigenous students to attend school, remain in school, complete course credits, and persevere to graduate from high school. The intent was to discover the how-to strategies and advance working knowledge of pedagogical practices leading to improved educational experiences and achievement levels for Indigenous students. This chapter will present the observations and qualitative findings of the case studies conducted in New Zealand and Canada, wherein 14 teachers described what they did and what it looked like in their classrooms. A constructivist approach was utilized to make meaning and gain the interpretations from the participants. This was achieved by first viewing the interactions in the classrooms and, through the interview process, being able to garner a better understanding of what was witnessed from the point of view of the participants.

Traditional environments consist not only of physical buildings and spaces but also the people and their activities which take place within them. This paper examines some aspects of the interrelationship between people and places. Traditional social values are believed to be undermined by the harsh imperatives of survival in the expanding urban areas of the developing world. The collaborative nature of many rural societies can be contrasted with the hard, individualistic and competitive character of life in developing cities. Unregulated, urban, economic processes in particular are assumed to be antagonistic towards gemeinschaft ideals because the logic of the market has little respect for non-monetary values.

However one of the key characteristics of many informal economies is the ability of participants to draw creatively and flexibly on all potential resources: human, material and spatial. This is particularly evident in households and settlements where a significant proportion of the economic activity is within micro scale, home-based enterprises (HBEs). By blurring and re-configuring the spatial and conceptual boundaries between work and home, between production and reproduction, many households are able to generate income to sustain themselves. Intrinsic to these processes are the linkages and exchanges between neighbours and residents, many of which are based on cultural and religious value systems which can be supportive of the economic activities taking place.

This paper will explore aspects of the interrelationship between economic and social processes through the use of empirical data collected during periods of participant observation in a consolidated informal urban settlement (kampung) in the city of Surabaya, Indonesia. Detailed household case studies will be used to illustrate how income generation activities are embedded within social networks and how in many cases traditional collaborative cultural values directly reinforce economic production. This is echoed in the use of space, particularly the overlapping and shared use of streets and alleyways. The paper concludes that despite severe economic constraints many traditional values facilitate survival in times of crisis and can be conducive to longer term sustainability.

The purpose of this paper is to introduce a special issue which looks into how militarization can be seen as an entity from which international business, management and organization can or cannot glean potentially useful lessons.

Five papers have been used to give a suitable basis for the reconceptualisation and recontextualisation of the military and militarization in relation to international business.

Several key tasks are achieved in rephrasing the issues of militarization in relation to international business. A wide national and cultural span is covered.

In developing and assembling this collection of papers claim cannot be laid to have answered issues on militarization, ground has been laid and reference points provided for a much needed wider critical debate.

In his editorial earlier this year, “Measuring the art of the long view”, Colin Blackman wondered how we might evaluate the effectiveness of futures research. But are there any reliable measures? There’s certainly a case for accreditation and certification of futurists, but in the end there’s no escaping the judgment of the market.

This paper aims to describe three potential disruptions that could close the current era of public and higher education and open potentially new eras.

The paper employs secondary research, scanning, and analysis.

The three potential disruptions for education are: the availability of almost unlimited information on the internet; open source education leading to the decoupling of learning from credentialing; and the ability to understand the learning process in general and that of every learner through the application of learning analytics on the data being generated by students learning online.

These findings are conjectures. They are scenarios of some relatively current and longer‐term futures; they are not formal predictions. But they might stimulate further reflection and research while the community monitors whether these scenarios will occur or not.

Educational institutions should monitor the developments of internet‐based pedagogies, open source education, and learning analytics in order to be prepared if any of these developments transform education in unexpected ways.

Society's approach to education was formed in the industrial era. It was designed to help students learn basic information and skills to be successful in relatively routine careers, such as manufacturing and service in the twentieth century. Machines are taking over that function today so that today's workers need to take more responsibility for their performance, be able to create new approaches to solve problems and work with others in a collaborative yet uncertain environment. These disruptions, should they occur, would provide the opportunity to build an education system that is appropriate for the twenty‐first century.

Very little of this material is truly new since the data are taken from secondary sources and most readers will know something about these developments. The originality here is using the framework of the three horizons of development to order and prepare for radical change. These developments are also potential game‐changers that would create a new educational system, something that has not occurred in the developed world for over 100 years.

The purpose of this paper is to undertake an analysis of the engagement of organization and management literature with military and militarization themes and issues.

An interpretive, textual literature analysis which identifies a range of international themes and issues in relation to militarization.

Identifies a modernistic‐managerialist tendency in the organization and management literature which elects to engage with military aspects and issues. This is predicated on a perceived mutual utility between the apparently separable “military” and “non‐military” domains and revolves around a series of commonly invoked texts and sets of popular cultural representations. Also recognises that organization and management commentaries influenced by critical perspectives tend not to engage so readily with military contexts and points up political commitments that might make this the case. Identifies approaches to blurring military/non‐military divides in current militaristic representations.

Provides a considered thematic and paradigmatic reflection on militarization commentary in extant organization and management literature. Identifies and explores methodological challenges in considering militarization and its pervasive effects and delineations.

Maps the organization and management literature in relation to militarization and generates a series of critical platforms from which to embark on a corresponding exploration of militarization.

Conducts a novel consideration of the limitations of management and organization literature's hitherto treatment of military and militarization aspects. Generates a fruitful set of conditions and insights for international critical organization and management approaches to military topics and issues.