Seminar hosted by the Centre for International Education Research.

Presented by Peter Rule, Stellenbosch University, South Africa.

Complexity theory originally arose from systems thinking in disciplines such as Cybernetics and Ecology. However, from the late 1970s, it developed ideas such as non-linearity, emergence, adaption, self-organisation and threshold which have proved generative in relation to understanding of social systems with dynamic and emergent properties, including education.

This seminar focuses on the complexity of dialogue in teaching and learning contexts. In particular, it draws on a rural student teacher education project situated at schools on the Wild Coast of South Africa’s Eastern Cape province to explore the dialogic learning that student teachers experience. It shows that student teachers’ dialogic learning is situated within complex interacting systems of language, culture and pedagogy, among others.

Thursday 8 November 2018, 12.30-2pm.

A32, Dearing Building, Jubilee Campus.

All welcome, please register at nottingham.ac.uk/education/complexity.