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

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 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, localized contexts.

Keywords:

• curriculum change
• action research
• complexity thinking
• classroom pedagogy
• emergence

Additional information

Notes on contributors

Phil Wood

Phil Wood is a senior lecturer of education in the School of Education, University of Leicester, 21 University Road, Leicester, LE1 7RF, UK; e-mail: [email protected]. His interests centre on learning innovation.

Graham Butt

Graham Butt is professor in education at Oxford Brookes University. His interests centre on geography education, modernization, remodelling, teacher workload, assessment, education policy and initial teacher education. He is a founder member, and currently Chair, of the Geography Education Research Collective (GEReCo).