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Becoming Comfortable with Supercomplexity: Looking Back, Forward, In, Out, and Shaking it About!

Becoming Comfortable with Supercomplexity: Looking Back, Forward, In, Out, and Shaking it About!

Mark Selkrig, (Ron) Kim Keamy
Copyright: © 2017 |Pages: 17
ISBN13: 9781522517382|ISBN10: 1522517383|EISBN13: 9781522517399
DOI: 10.4018/978-1-5225-1738-2.ch019
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MLA

Selkrig, Mark, and (Ron) Kim Keamy. "Becoming Comfortable with Supercomplexity: Looking Back, Forward, In, Out, and Shaking it About!." Methods and Paradigms in Education Research, edited by Lorraine Ling and Peter Ling, IGI Global, 2017, pp. 309-325. https://doi.org/10.4018/978-1-5225-1738-2.ch019

APA

Selkrig, M. & Keamy, (. K. (2017). Becoming Comfortable with Supercomplexity: Looking Back, Forward, In, Out, and Shaking it About!. In L. Ling & P. Ling (Eds.), Methods and Paradigms in Education Research (pp. 309-325). IGI Global. https://doi.org/10.4018/978-1-5225-1738-2.ch019

Chicago

Selkrig, Mark, and (Ron) Kim Keamy. "Becoming Comfortable with Supercomplexity: Looking Back, Forward, In, Out, and Shaking it About!." In Methods and Paradigms in Education Research, edited by Lorraine Ling and Peter Ling, 309-325. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1738-2.ch019

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Abstract

In this chapter the authors map various lines of flight they have taken that have informed their growing awareness of supercomplexity as a paradigm appropriate for the current epoch. Rather than concentrating on being researchers, the authors focus on how they are always becoming researchers, in between, like a rhizome. Illustrative accounts of the authors' research biographies are provided. They utilize a semi-fictional narrative, with images as a way to overlay fact-oriented research with fiction, in order to “play” with different ways of representing research. In the final section of the chapter, a number of emergent concerns, challenges and possibilities are considered in relation to working with supercomplexity. These musings offer the authors, as rhizome researchers with many conceptual tools and practices, a way to be open to new types of inquiry—a process that could be described as simultaneously knowing but not knowing.

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