Complexity

This chapter details the affective processes that underpinned the initial curriculum design, how these helped to configure an entrance point to address complexity in and for education, and how we can start to engage with complexity-driven phenomena in ways that are relevant and timely. The chapter proposes that such modes require entanglements of curriculum with pedagogy – to do what we say. How can educators work with the kinds of nonlinearity and emergence that characterise complex worlds? Through four exemplars, titled refrains , the course unpacks a lecture on complexity given for education and the kind of educational engagements it inspired in students across contexts.