Complexity theory and the politics of education / / edited by Deborah Osberg, Gert Biesta.

• TeilnehmendeR: Biesta, Gert,; Osberg, Deborah,
• Place / Publishing House: Rotterdam : : Sense Publishers,, [2010]; ©2010
• Year of Publication: 2010
• Language: English
• Physical Description: 1 online resource.
• Other title: Preliminary Material /; Complexity, Education and Politics from the Inside-Out and the Outside-In /; Five Theses on Complexity Reduction and its Politics /; Increasing Complexity by Reducing Complexity /; The Reduction of Critique in Education /; Lost Children and Anxious Adults /; Normalising Standards in Educational Complexity /; “Complex Global Problems, Simple Lifelong Learning Solutions.” Discuss /; The School and Learning Apparatus /; Assuming Equal Intelligence in School Music and Language Study /; Complexity, Consciousness and Curriculum /; After a Rhetorics of Neutrality /; Thinking Complexly /; Taking Care of the Future? /; Contributors /
• Bibliography: Includes bibliographical references.
• ISBN: 9460912400
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Deborah Osberg, Gert Biesta.

Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far has received relatively little attention in such discussions, which is the question of the politics of complexity. The chapters in this book engage with this question in a range of different ways. Whereas some contributions make a case for the promotion of complexity in education, others focus more explicitly on questions concerning the reduction of complexity in and through education. The chapters do so using theoretical, historical and empirical arguments, paying attention to a range of different educational settings (including early childhood education, school education, post-compulsory education, lifelong learning and work-based education), and focusing on different aspects of these practices (such as curriculum, pedagogy, assessment, architecture, and management). Taken together the chapters not only reveal the potential of complexity for engaging with questions about the politics of education in new and different ways. They also provide examples of a more reflexive engagement with the politics of complexity in education itself.