Learning as ecosystems: Shifting paradigms for more holistic programming in education and displacement

Abstract

Meeting the educational needs and aspirations of learners affected by conflict and crisis, and particularly those who have been displaced within and across national borders is a wicked and vexing problem impeding progress on SDG4. We argue a radically different approach is required. Based on insights from complexity science and regenerative development, we present an ecosystem approach based on three dimensions: 1) connectedness and nestedness, 2) reflective learning and 3) working from potential rather than problems. We provide an example of where such work is already being explored, and the possibilities it offers for shifting paradigms informing programming and design of education for learners in displacement.