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dc.contributor.advisorNot named
dc.contributor.authorRomano, Arthur*
dc.date.accessioned2013-11-28T17:59:36Z
dc.date.available2013-11-28T17:59:36Z
dc.date.issued2013-11-28
dc.identifier.urihttp://hdl.handle.net/10454/5725
dc.description.abstractThis dissertation examines the nexus of complexity theory and peace education and its implications for developing educational praxis that engages with the demands of global complexity. In this thesis, I argue that as societies become more globalized and complex (global complexity) there is an onus upon education to adapt its methods so people can understand the workings of these processes better and further develop the ethical and creative resources needed for responding to system dynamics effectively. My central thesis is that the most appropriate way to do this is to use methods that are congruent with the subject matter of global complexity¿that is to align ones pedagogy with one¿s subject area. This dissertation therefore investigates the situated and contingent responses of peace educators working in the field to the challenges and opportunities that arise when attempting to adapt to local/global dynamics. It utilizes ethnography, narrative inquiry, and autoethnography and draws its data from interviews with over 50 educators in India, Japan, and the US. This research demonstrates that when engaging with global complexity, peace educators adapt both their ontological understanding and methodological orientation in ways congruent at times with the insights of complexity theory. While this understanding can be at odds with mass educational methodologies, this tension also is a touchstone for peace educator¿s creative formulation of novel praxis in response to the demands of global complexity. This dissertation thus examines some of the possibilities for learning within complex knowledge production systems and highlights the need for further research into the dynamics and processes at play within global educational ¿networks.¿en_US
dc.language.isoenen_US
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.eng
dc.subjectComplexity theoryen_US
dc.subjectPeace educationen_US
dc.subjectInternational educationen_US
dc.subjectGlobal complexityen_US
dc.subjectEducational sociologyen_US
dc.titleEducating on the edge of chaos. Using complexity theory to examine pedagogical responses to global complexity by peace educators.en_US
dc.type.qualificationleveldoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentDepartment of Peace Studiesen_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2012
refterms.dateFOA2018-07-19T13:02:18Z


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