Taking a stance: resistance, faking and Muddling Through

This article focuses on project-based learning in media practice education, identifying three themes of interest. The first questions the recontextualisation of practice from the professional to a pedagogic environment. The second theme questions how much we know about what goes on inside a project and contrasts the ways in which students ‘do’ projects with the ways in which educators idealise project work as a mirror of professional practice. The final theme questions whether processes and procedures external to a project environment may result in a decoupling between professional practice and the everyday formulations of practice enacted by students. While educators may seek to encourage students to simultaneously adopt academic, professional and creative identities, as part of an active and purposeful approach to doing projects, this article questions whether tensions between these identities may actually encourage students to engage in decoupling behaviour. The article aims to encourage media practice educators to reflect on their own use of projects and question the ways in which the identities students claim as learners align with educator's beliefs and values

Complexity, Pedagogy and the Economics of Muddling Through

This paper was first presented at the AEA meetings on complexity. It was later published in a book edited by Massima Alszano and Alan Kirman, Economics: Complex Windows, Springer Publishers.

Post Walrasian Macro Policy and the Economics of Muddling Through

This paper expands on my earlier discussion of Post Walrasian macroeconomics policy. (Colander and van Ess 1996) First, it defines what I mean by Post Walrasian macroeconomics. Second, it discusses some of the theoretical differences between Post Walrasian and Walrasian macro theorizing as they relate to policy. Finally, it discusses how an acceptance of Post Walrasian economics might change the focus of macro policy discussions.

Beyond Wickedness: Managing Complex Systems and Climate Change

This Article examines the argument that climate change is a super wicked problem. It concludes that the wicked problem concept is best viewed as a rhetorical device that served a valuable function in arguing against technocratic hubris in the early 1970s but is unhelpful and possibly counterproductive as a tool for modern climate policy analysis. Richard Lazarus improved on this analysis by emphasizing the urgency of a climate response in his characterization of the climate problem as super wicked. We suggest another approach based on Charles Lindblom\u27s science of muddling through. The muddling through approach supports the rhetorical points for which the original wicked problem concept was introduced and provides greater practical guidance for developing new laws and policies to address climate change and other complex and messy environmental problems

Looking Ahead: Common Institutions or Muddling through

common institutions--Canada and United State

Looking Ahead: Common Institutions or Muddling through

common institutions--Canada and United State

'We nicked stuff from all over the place': policy transfer or muddling through?

This article explores current thinking about policy learning and transfer, using recent work on the 'Americanisation' of UK active labour market policies as a focus of discussion. While it is clear that the UK has learned from the US in certain respects, academic debates about the US-UK policy relationship are marked by accounts of learning and transfer that depend on a highly rational interpretation of these processes. The article reviews current debates in the policy transfer literature and applies a critical view of policy learning and transfer to key accounts of labour market activation policies before moving on to consider how useful the concept of policy transfer really is in an increasingly complex, plural and 'de-institutionalising' world