Complicity-An International Journal of Complexity and Education最新文献_第4页

…working with (a) rhizoanalysis…and working (with) a rhizoanalysis 进行根茎分析和进行根茎分析

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT23166

Marg Sellers

{"title":"…working with (a) rhizoanalysis…and working (with) a rhizoanalysis","authors":"Marg Sellers","doi":"10.29173/CMPLCT23166","DOIUrl":"https://doi.org/10.29173/CMPLCT23166","url":null,"abstract":"In this conversation rhizoanalysis is introduced as a way of processing through an assemblage involving research methodology, generation of data and analytical possibilities entwined within. As a research methodology, rhizomethodology (Author, 2009) is a way of putting the Deleuzo-Guattarian philosophical imaginary of rhizome (Deleuze & Guattari, 1987) to work; it is a way of working (with) data, complexly. With/in/alongside this methodological approach, the rhizoanalysis becomes the inquiry of the research, happening throughout the whole research process. The analysis is not a constant thing relegated to a place of its own, rather, the rhizoanalysis as ‘some of rhizome’ (Deleuze & Guattari, 1987, p. 9) happens throughout. With/in/through processes of thinking rhizome in flux, working rhizome (im)provis(at)ionally is an ongoing experiment with and exploration of my own thinking. Rhizoanalysis (dis)continuously (e)merges with/in/through every dimension of the thinking, ebbing and flowing with/in/through matters of always already becoming so that writing (about) rhizoanalysis is also affected by writing (the) methodology and doing (the) rhizoanalysis; nothing was/is separate or linear in the thinking or writing up~down of the research project drawn on here. Rather, there was/is an ongoing intermingling of data, methodology and analysis with theorising the literature and practicing the theory, each becoming the other(s).","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":"8 1","pages":"6-31"},"PeriodicalIF":0.0,"publicationDate":"2015-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89698626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 34

Early Childhood Educators' Experiences in Their Work Environments: Shaping (Im)possible Ways of Being an Educator?. 幼儿教育工作者在工作环境中的经验:塑造成为教育工作者的可能途径?

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT23068

T. Cumming

{"title":"Early Childhood Educators' Experiences in Their Work Environments: Shaping (Im)possible Ways of Being an Educator?.","authors":"T. Cumming","doi":"10.29173/CMPLCT23068","DOIUrl":"https://doi.org/10.29173/CMPLCT23068","url":null,"abstract":"Efforts to support early childhood workforce stability over many years, and across many national contexts have had limited success. Research and policy attention appears to be shifting to ways of supporting the sustainability of the early childhood workforce, and, ways that educators’ experiences in their work environments might be implicated in these issues. The purpose of this paper is to explore the complex interrelations between educators’ work environments and their experiences, as an entryway for thinking differently about workforce sustainability. A rhizoanalytic approach is used to explore one educator’s experiences in her work environment, through readings of visual, textual and affective data. The readings of (im)possible ways of being an educator shaped by this work environment, are then used as prompts for thinking differently about workforce stability and sustainability. The paper concludes with calls for an approach to supporting workforce stability and sustainability, that is based on the recognition of the interrelatedness and mutual interests of children, educators, families and governments.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":"12 1","pages":"52-66"},"PeriodicalIF":0.0,"publicationDate":"2015-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84434043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Reconceptualizing Dominant Discourses in Early Childhood Education: Exploring "Readiness" as an Active-Ethical-Relation. 重新定义幼儿教育中的主导话语:探索“准备”作为一种积极的伦理关系。

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT23144

K. Evans

{"title":"Reconceptualizing Dominant Discourses in Early Childhood Education: Exploring \"Readiness\" as an Active-Ethical-Relation.","authors":"K. Evans","doi":"10.29173/CMPLCT23144","DOIUrl":"https://doi.org/10.29173/CMPLCT23144","url":null,"abstract":"This paper considers that the landscape of early childhood education in England is dominated by discourses of 'readiness-for-school' and 'readiness-for-learning’ that act to heavily stratify the educational spaces inhabited by young children. The 'ready-child' is constructed as a normative identity towards which the ‘unready’ child is expected to progress. The confinement of children within such predetermined subject positions is considered problematic, as inevitably not all children will achieve these normative ideals, resulting in their exclusion from positions of 'success', as defined by dominant educational narratives. In response to these concerns, this article seeks to disrupt dominant conceptualizations of 'readiness' in the context of early childhood education, attempting to produce a rupture in the educational landscape, expanding space for alternative ideas, theories and practices. In a deliberate move away from concepts that relate 'readiness' to predefined goals, outcomes and identities, this article explores the possibility of thinking with a complex logic in order to generate new ideas, understandings and practices. Approaching complexity from the ‘outside-in’, this paper draws in particular on the concept of 'becoming' (Deleuze & Guattari, 1987), exploring 'readiness' as a complex process of emergence, always open to the unpredictable and the new. It is argued that ‘readiness’ is part of an open-ended ‘becoming’, rather than a pre-defined ‘state’. Drawing on the work of Deleuze (1983), Deleuze and Guattari (1987) and Dewey (1899/2010; 1916), this reconceptualized idea of 'readiness' does not hark back to romantic notions that might consider all forms of development equally valid or desirable. This paper argues, instead, that it matters greatly what and how children ‘become’ and as such, ‘readiness’ for these emergent ‘becomings’ must be considered an ethical and political endeavor.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":"74 1","pages":"32-51"},"PeriodicalIF":0.0,"publicationDate":"2015-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79857251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Editorial: Expanding the Gene Pool 社论:扩大基因库

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-24 DOI: 10.29173/CMPLCT22977

Bernard P. Ricca

引用次数: 0

A review of Melanie Mitchell’s MOOC “Introduction to Complexity” Melanie Mitchell的MOOC课程《复杂性入门》综述

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-24 DOI: 10.29173/CMPLCT22980

Michelle E. Jordan

引用次数: 0

Thoughts on a Pedagogy OF Complexity. 关于复杂性教育学的思考。

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22963

D. Byrne

{"title":"Thoughts on a Pedagogy OF Complexity.","authors":"D. Byrne","doi":"10.29173/CMPLCT22963","DOIUrl":"https://doi.org/10.29173/CMPLCT22963","url":null,"abstract":"There is now a developed and extensive literature on the implications of the ‘complexity frame of reference’ (Castellani & Hafferty, 2009) for education in general and pedagogy in particular. This includes a wide range of interesting contributions which consider how complexity can inform, inter alia, research on educational systems (Cochran-Smith et al., 2014; Radford, 2008) and theories of learning (Mercer, 2011; Fromberg, 2010), as well as work dealing with specific pedagogical domains including physical education (Atencio et al., 2014, Tan et al. 2010), clinical education and in particular the learning of clinical teams (Noel et al., 2013; Bleakley, 2010; Gonnering, 2010), and learning in relation to systems engineering (Thompson et al., 2011, Foster et al., 2001). This material has contributed considerably to my thinking about the subject matter of this essay which is not the implications of complexity for pedagogy but rather how we might develop a pedagogy OF complexity and, more specifically, a pedagogy of what Morin (2008) has called ‘general’ (as opposed to ‘restricted’) complexity. In other words how should we teach the complexity frame of reference to students at all appropriate educational levels?","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":"35 1","pages":"40-50"},"PeriodicalIF":0.0,"publicationDate":"2014-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78066637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 18

The Good, the Bad and the Ugly? The Dynamic Interplay between Educational Practice, Policy and Research. 好，坏，丑?教育实践、政策和研究之间的动态相互作用。

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22962

P. Geert, Henderien W. Steenbeek

{"title":"The Good, the Bad and the Ugly? The Dynamic Interplay between Educational Practice, Policy and Research.","authors":"P. Geert, Henderien W. Steenbeek","doi":"10.29173/CMPLCT22962","DOIUrl":"https://doi.org/10.29173/CMPLCT22962","url":null,"abstract":"The notion of complexity — as in “education is a complex system” — has two different meanings. On the one hand, there is the epistemic connotation, with “Complex” meaning “difficult to understand, hard to control”. On the other hand, complex has a technical meaning, referring to systems composed of many interacting components, the interactions of which lead to self organization and emergence. For agents, participating in a complex system such as education, it is important that they can reduce the epistemic complexity of the system, in order to allow them to understand the system, to accomplish their goals and to evaluate the results of their activities. We argue that understanding, accomplishing and evaluation requires the creation of simplex systems, which are praxis-based forms of representing complexity. Agents participating in the complex system may have different kinds of simplex systems governing their understanding and praxis. In this article, we focus on three communities of agents in education — educators, researchers and policymakers — and discuss characteristic features of their simplex systems. In particular, we focus on the simplex system of educational researchers, and we discuss interactions — including conflicts or incompatibilities — between their simplex systems and those of educators and policymakers. By making some of the underlying features of the educational researchers’ simplex systems more explicit – including the underlying notion of causality and the use of variability as a source of knowledge — we hope to contribute to clarifying some of the hidden conflicts between simplex systems of the communities participating in the complex system of education.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":"74 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2014-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77379822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 38

Bifurcation and Hysteresis Effects in Student Performance: The Signature of Complexity and Chaos in Educational Research 学生成绩的分岔与滞后效应:教育研究的复杂性与混沌特征

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22964

D. Stamovlasis

引用次数: 5

Toward a Common Structure in Demographic Educational Modeling and Simulation: A Complex Systems Approach 迈向人口教育建模与模拟的共同结构:复杂系统方法

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22965

Porfirio Guevara-Chaves

{"title":"Toward a Common Structure in Demographic Educational Modeling and Simulation: A Complex Systems Approach","authors":"Porfirio Guevara-Chaves","doi":"10.29173/CMPLCT22965","DOIUrl":"https://doi.org/10.29173/CMPLCT22965","url":null,"abstract":"This article identifies elements and connections that seem to be relevant to explain persistent aggregate behavioral patterns in educational systems when using complex dynamical systems modeling and simulation approaches. Several studies have shown what factors are at play in educational fields, but confusion still remains about the underlying mechanisms driving observed outcomes and therefore more guidance is needed. The framework suggested here throws some ideas in that direction stressing the relevance of nonlinear complex interactions via feedbacks between education systems’ transition rates ─ intake, repetition, dropout, and promotion ─ and schooling outcomes. Schooling outcomes reciprocally influence transition rates in the system generating aggregate patterns that continuously change (and are changed by) the inputs that endogenously determine them. Furthermore, this paper underscores practical and theoretical limitations of traditional quantitative models that can be addressed with a complex systems analysis and suggests future lines of investigation. Specifically, this article advocates a complexity approach ruled by the laws of thermodynamics to help detect corrupt practices in education systems and improve accountability and governance in such systems.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89372756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Reducing the Complexity Gap: Expanding the Period of Human Nurturance 缩小复杂性差距:延长人类培育期

Complicity-An International Journal of Complexity and Education Pub Date : 2014-08-21 DOI: 10.29173/CMPLCT22961

L. Kiel

引用次数: 1