Rethinking pedagogy in the face of complex societal challenges: helpful perspectives for teaching the entangled student

Koen R. Wessels*, Cok Bakker, Arjen E.J. Wals, George Lengkeek

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Confronted by myriad interconnected societal challenges, this paper asks: what kind of pedagogy does justice to the experience and challenge of living in a complex world? Departing from a critical reading of a preparative-logic to education, this paper emphasises students’ entangledness: more-or-less consciously, students are uniquely shaped-by and shapers-of complex societal challenges in a here-and-now sense. Utilising this premise, the paper develops a set of pedagogical perspectives that might inspire and help teachers to design their own responses to particular complex societal challenges in their unique teaching contexts. Drawing on emerging outcomes from a narrative diffractive inquiry with 12 teachers as co-researchers and engaging with complexity thinking, six perspectives are presented and discussed: entanglement-orientedness, entanglement-awareness, hopeful action, inquiry within complex societal challenges, practicing perceptiveness, and practicing integrity. Together, these perspectives offer a heuristic for embracing complexity in education.

Original languageEnglish
JournalPedagogy, Culture and Society
DOIs
Publication statusE-pub ahead of print - 16 Aug 2022

Keywords

  • complexity
  • Entanglement
  • hope
  • integrity
  • pedagogy

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