1st Edition
Working with Uncertainty for Educational Change Orientations for Professional Practice
1. Introduction: Perspectives on complexity within educational systems
Carmel Conn, Bethan Mitchell and Matt Hutt
PART I: Challenging discourses of certainty
2. Research in schools and the lure of the transcendent
Dylan Adams and Viv John
3. A sociomaterial approach to teacher resilience
Bethan Mitchell and Chloe Shu-Hua Yeh
4. School improvement as narrative: Telling tales on the road from the definitive to the provisional
Matt Hutt
5. Some glimpses into the uncertain comforts of ‘new’ educational theories and practices: Canadian reflections
David W. Jardine
PART II: Conditions of possibility for practice
6. Curriculum for Wales: Learning from medical education
Bethan Mitchell
7. Educative leadership – Prioritising learning, getting comfortable with uncertainty and privileging relationships – Reflections for leaders in education
Alex Morgan, Emmajane Milton and Matt Hutt
8. Navigating curriculum uncertainty for teacher agency
Sue Horder, Tomos G. ap Sion, Lisa Formby and Karen Rhys Jones
9. New materialist and diffractive perspectives on pedagogy and practice in early childhood science education
Rebecca Digby
10. Margins of manoeuvrability for inclusive education
Carmel Conn, Alison Murphy and Charlotte Greenway
Biography
Carmel Conn is Associate Professor in Inclusive Pedagogy at the University of South Wales, UK.
Bethan Mitchell is Senior Lecturer and Course Leader at the University of South Wales, UK.
Matt Hutt is Head of Professional Learning in Education at the University of South Wales, UK.
“Education reform often manifests itself in ways that discount the complexities, subtleties, and challenges of change at scale. Policy solutions are sought and enthusiastically borrowed, in education, without any real consideration of the conflicting contextual and cultural influences that rage within all systems. This book uses the lens of uncertainty to critically, but powerfully, re-evaluate the deep complexities that define any system. Theoretically rich and practically grounded, this book reminds us that uncertainty and complexity are to be embraced not ignored, if meaningful educational change is the goal.”
Alma Harris, Professor, Cardiff School of Education and Social Policy, UK
