Theoretical Reflections Of Complexity Theory Concepts And Principles In Understanding Multiple Vulnerabilities: An In-Depth Analysis

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue IV, April 2021 | ISSN 2454–6186

Theoretical Reflections Of Complexity Theory Concepts And Principles In Understanding Multiple Vulnerabilities: An In-Depth Analysis

Nowell Chidakwa,Prosper Lunga
School Of Education, Educational Psychology, Student Of Master Of Education In Educational Psychology – Great Zimbabwe University

Abstract: This baseline paper draws from the complexity theory to troubled learners’ facing multiple vulnerabilities as plural, diverse and may be encountered simultaneously. We argue that society usually views vulnerability as a singular, easily describable and understood phenomenon. It begins with discussing the brief overview of the themes and theory, exploring literature that supports the need for complexity theory in mitigating multiple vulnerabilities. The components of the complexity theory are discussed and literature on how they can best be set to utilise the theory is explored are also discussed with an aim to unveiling how they can better be addressed in the context of applying the theory in mitigating multiple vulnerabilities.

Keywords: asset-based approach, multiple vulnerabilities, rural learning ecologies, mitigating, learner

I. INTRODUCTION

Complexity is a phenomenon existing in biology, geography, mathematics, physics, and group structures (Ni & Branch, 2009; Turner & Barker, 2019). Deogratias (2018) argues that using complexity theory in understanding a context, ideas from every individual are respected, and everyone is open-minded enough to listen to each other and articulate ideas into meaningful learning. Since a complex entity is a unique phenomenon (Ni & Branch, 2009), it is vital for the rural learning ecologies members to understand the relationships that exists within, and the relationships between, themselves and the environment. This was among the best methods of gaining meaning, and making important, difficult decisions within the complex entity. For these and other reasons, we bring in the concepts and principles of complexity theory in understanding complex situation that arises in rural learning ecologies, and then a solution would consequently beidentified to minimise the complex situation. This is because, in complexity theory, an individual first senses and reacts to the environment, thereby charging itself proactively to suit the

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