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Becoming Entangled in SoTL and Research Through Supercomplexity: Looking Back, Forward, In, Out . . . and Shaking It About!

Becoming Entangled in SoTL and Research Through Supercomplexity: Looking Back, Forward, In, Out . . . and Shaking It About!

Mark Selkrig, Ron “Kim” Keamy
Copyright: © 2020 |Pages: 19
ISBN13: 9781799810018|ISBN10: 1799810011|ISBN13 Softcover: 9781799810025|EISBN13: 9781799810032
DOI: 10.4018/978-1-7998-1001-8.ch014
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MLA

Selkrig, Mark, and Ron “Kim” Keamy. "Becoming Entangled in SoTL and Research Through Supercomplexity: Looking Back, Forward, In, Out . . . and Shaking It About!." Emerging Methods and Paradigms in Scholarship and Education Research, edited by Lorraine Ling and Peter Ling, IGI Global, 2020, pp. 244-262. https://doi.org/10.4018/978-1-7998-1001-8.ch014

APA

Selkrig, M. & Keamy, R. “. (2020). Becoming Entangled in SoTL and Research Through Supercomplexity: Looking Back, Forward, In, Out . . . and Shaking It About!. In L. Ling & P. Ling (Eds.), Emerging Methods and Paradigms in Scholarship and Education Research (pp. 244-262). IGI Global. https://doi.org/10.4018/978-1-7998-1001-8.ch014

Chicago

Selkrig, Mark, and Ron “Kim” Keamy. "Becoming Entangled in SoTL and Research Through Supercomplexity: Looking Back, Forward, In, Out . . . and Shaking It About!." In Emerging Methods and Paradigms in Scholarship and Education Research, edited by Lorraine Ling and Peter Ling, 244-262. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1001-8.ch014

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Abstract

In this chapter, the authors map various lines of flight 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 and scholars of teaching and learning, 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 and scholarship. 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 rhizomatic researchers and scholars of teaching and learning 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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