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Deborah Osberg
Researcher at University of Exeter
Publications - 21
Citations - 830
Deborah Osberg is an academic researcher from University of Exeter. The author has contributed to research in topics: Enculturation & Curriculum. The author has an hindex of 11, co-authored 21 publications receiving 772 citations.
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Journal ArticleDOI
From Representation to Emergence: Complexity's challenge to the epistemology of schooling
TL;DR: In this article, the authors show how ideas from complexity have challenged the "spatial epistemology" of representation and explore possibilities for an alternative "temporal" understanding of knowledge in its relationship to reality.
Journal ArticleDOI
The emergent curriculum: navigating a complex course between unguided learning and planned enculturation
Deborah Osberg,Gert Biesta +1 more
TL;DR: The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation as discussed by the authors is a common approach for unguided and planned learning in unsupervised learning.
Journal ArticleDOI
Beyond Presence: Epistemological and Pedagogical Implications of ‘Strong’ Emergence
Deborah Osberg,Gert Biesta +1 more
TL;DR: In this article, the authors argue that the notion of strong emergence offers a challenge to the idea that knowledge somehow relates to a pre-existing world, present in itself, and propose an "emergentist" epistemology which has some compatibilities with deconstruction.
MonographDOI
Complexity theory and the politics of education.
Deborah Osberg,Gert Biesta +1 more
TL;DR: Complexity theory has become a major topic of discussion in discussions about the theory and practice of education as discussed by the authors, and some contributions make a case for the promotion of complexity in education, others focus more explicitly on questions concerning the reduction of complexity through education.
Journal ArticleDOI
The End/s of Education: Complexity and the Conundrum of the Inclusive Educational Curriculum
Deborah Osberg,Gert Biesta +1 more
TL;DR: In this paper, the authors explain the conundrum of the "inclusive" educational curriculum: the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle.