Abstract:
This paper explores some ways in which methods drawn from the fields of futures research and study can be used in generating questions to guide curriculum inquiry. Like historical and comparative studies, futures study offers a distinctive and illuminating frame of reference for curriculum inquiry which may help researchers to penetrate the "taken-for-grantedness" of many commonplace assumptions and everyday practices. Particular attention will be given to work-in-progress on "rehearsing future hindsight", a technique which uses a futures perspective to generate issues and questions for curriculum study in teacher education programs.