Emergence or Chaos? School Networks in Aotearoa and England Through the Lens of Complexity Theory

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Developing Equitable Partnerships to Foster Equitable Systems

Abstract

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and, emotional and practical peer support for educational professionals (Revai, 2020; Rincón-Gallardo & Fullan, 2016). This paper explores case studies of inter-school networks in Aotearoa New Zealand and England through the lens of complexity theory. We focus on how the four complexity conditions identified by Davis and Sumara (2008) – internal diversity, internal redundancy, neighbour interactions and decentralized control - operate and how this enables the emergence of new perspectives and practices, but can also present challenges, such as variable levels of engagement among schools. We conclude by exploring the implications for school, network and system leaders.

Authors

• Toby Michael Greany, University of Nottingham

• Annelies Kamp, University of Canterbury