Exploring the use of complexity theory and action research as frameworks for curriculum change

Wood, P. and Butt, G. (2014) Exploring the use of complexity theory and action research as frameworks for curriculum change. Journal of Curriculum Studies, 46 (5). pp. 676-696. ISSN 0022-0272

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Abstract

This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a GCSE (General Certificate in Secondary Education) course in geography. In this context we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localised contexts.

Item Type:	Article
Additional Information:	This item is available from the research repository at the University of Leicester.
Depositing User:	Stephen Macdonald
Date Deposited:	01 Aug 2019 13:24
Last Modified:	24 Feb 2020 14:27
URI:	https://bgro.repository.guildhe.ac.uk/id/eprint/591

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