Articulating ‘public interest’ through complexity theory

The ‘Public interest’, even if viewed with ambiguity or scepticism, has been one of the primary means by which various professional roles of planners have been justified. Many objections to the concept have been advanced by writers in planning academia. Notwithstanding these, ‘public interest’ continues to be mobilised, to justify, defend or argue for planning interventions and reforms. This has led to arguments that planning will have to adopt and recognise some form of public interest in practice to legitimise itself.. This paper explores current debates around public interest and social justice and advances a vision of the public interest informed by complexity theory. The empirical context of the paper is the poverty alleviation programme, the Kudumbashree project in Kerala, India

Student Experiences of Multidisciplinarity in the Undergraduate Geography Curriculum

This paper explores the student experience of multidisciplinarity within the undergraduate Geography curriculum. It considers the drivers that have underpinned this development before considering the findings of research into student experiences in two universities in the south of England. The results suggest that most students view this development positively and recognize a number of advantages that it brings, citing expanded opportunities for learning, working with people from other disciplines, expansion of perspectives and perceived benefits to employability. However, for a minority this development is more problematic. The research points here to issues with specialist knowledge and disciplinary pedagogies, social issues within the classroom and class organization and some reservations regarding groupwork. The paper concludes with a series of recommendations

Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum

In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the 3 Futures model, which we use as a methodological heuristic in the case study of the school that appears to be both knowledge‐led and learner‐engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of ‘opening up’, suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole‐school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty‐first‐century educational discourses more generally

The interpretations and uses of fitness landscapes in the social sciences

__Abstract__ This working paper precedes our full article entitled “The evolution of Wright’s (1932) adaptive field to contemporary interpretations and uses of fitness landscapes in the social sciences” as published in the journal Biology & Philosophy (http://link.springer.com/article/10.1007/s10539-014-9450-2). The working paper features an extended literature overview of the ways in which fitness landscapes have been interpreted and used in the social sciences, for which there was not enough space in the full article. The article features an in-depth philosophical discussion about the added value of the various ways in which fitness landscapes are used in the social sciences. This discussion is absent in the current working paper. Th

“Policy build-up” in implementation: the case of school meals provision in Kodungallur, Kerala, India

This paper discusses the implementation of the provision of school meals in Kodungallur in Kerala, India as a case of how vertical inter-governmental synergies and horizontal local linkages are brought together in programme design and implementation. The empirical data were collected for a larger cross-national study looking into homegrown school feeding undertaken by Morgan et al commissioned by the World Food Programme. The re-interpretation herein highlights aspects of subsidiarity and its sector-specific policy translation that allows the tackling of food security as it pertains to school children in one municipality in India. The key argument advanced is the relevance of action at multiple levels to allow for what is termed as ‘policy build-up’ so as to achieve all-round effectiveness.Cet article étudie comment les synergies inter-gouvernementales verticales et les relations locales horizontales permettent la définition et la mise en oeuvre de programmes au travers du cas de l'implantation d'une cantine à Kodungallur, au Kerala, en Inde. Les données empiriques furent collectées par Morgan et al pour une étude à l'échelon national commissionnée par le Programme Alimentaire Mondial (PAM) d'un programme d'alimentation scolaire maison. La présente analyse fait ressortir des aspects de subsidiarité et leur traduction en mesures spécifiques à ce secteur qui permettent de s'attaquer au problème de la sécurité alimentaire qui concerne les élèves d'une municipalité indienne. La pertinence de l'action à des niveaux multiples dans la construction de la politique à mettre en oeuvre constitue l'élément clé pour permettre la plus grande efficacité possible.European Journal of Development Research (2009) 21, 419–434. doi:10.1057/ejdr.2009.14; published online 23 April 2009

Fractal spatialities

This paper argues for the use of ‘fractals’ in theorising sociospatial relations. From a realist position, a nonmathematical but nonmetaphoric and descriptive view of ‘fractals’ is advanced. Insights from the natural sciences are combined with insights on the position of the observer from Luhmann and notions of assemblages and repetitions from Deleuze. It is argued that the notion of ‘fractals’ can augment current understanding of sociospatialities in three ways. First, it can pose questions about the scalar position of the observer or the grain of observation; second, as a signifier of particular attributes, it prompts observation and description of particular structuring processes; and third, the epistemic access afforded by the concept can open up possibilities for transformative interventions and thereby inform the same. The theoretical usefulness of the concept is demonstrated by discussing the territory, place, scale, and networks (TPSN) model for theorising sociospatial relations advanced by B Jessop, N Brenner, and M Jones in their 2008 paper “Theorizing sociospatial relations”, published in this journal (volume 26, pages 389–401). It is suggested that a heuristic arising from a ‘fractal’ ontology can contribute to a polymorphous, as opposed to polyvalent, understanding of sociospatial relations

Technical Education in Jeopardy? Assessing the Interdisciplinary Faculty Structure in a University Merger

The social responsibility of universities is to contribute to solving the ‘wicked problems’ facing humanity, including climate change, poverty, conflicts and the lack of energy resources. Interdisciplinarity is an approach that enables solving these problems and helps higher education institutions become more socially responsible while meeting the requirements of their stakeholders. In this chapter, we analyse a multidisciplinary and sector-breaking merger of three higher education institutions in Finland, where the merger is justified by its contribution to solving wicked problems through increased structural interdisciplinarity. We examine the suggested faculty structures and views of staff and students to understand how interdisciplinarity and addressing the needs of stakeholders are seen from the perspective of technical education. The interdisciplinary faculty structure is heavily criticised by the internal stakeholders, who claim that it does not meet the needs of the university’s external stakeholders. However, there is debate on whose interests and identities are at risk when the disciplinary boundaries of technical education are transgressed.peerReviewe

Reflections on designing a Biology/Humanities interdisciplinary module

This paper uses the reflections of a recent workshop on biology and the humanities subject areas to consider the potential for designing a first year interdisciplinary module that brings together teachers and learners in the Biosciences with their counterparts in English and History. It considers three building blocks of module design: aims and objectives; teaching and learning strategies; and assessment; and provides a commentary on the discussion of interdisciplinarity in the broader literature. The authors argue that interdisciplinary teaching and learning must be transformative, but not in the way many previous advocates of interdisciplinarity have assumed. Rather than transcending disciplines, the authors contend that the aim should be to enhance disciplinary understanding. Learners should emerge from the interdisciplinary module not having lost their identity as biologists, but having enhanced it. They should have become ‘better’ biologists in the sense of having developed a broader, critical understanding of the precepts of their discipline, as a first step to an understanding of biology inflected with a literary and historical awareness