Abstract
Abstract This article considers the challenge of sustainable change and development in education from the perspective of complexity theory. Complexity theory’s concept of emergence implies that, given a significant degree of complexity in a particular environment, new properties and behaviours emerge that are not necessarily contained in the essence of the constituent elements, or easily able to be predicted from a knowledge of initial conditions. These concepts of emergent phenomena from a critical mass, associated with notions of lock-in, path dependence, and inertial momentum, contribute to a perspective on continuity and change that indicates what conditions might need to be in place for the emergence of sustainable, positive, system-wide change and development in education.
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