Educational Values in Complex Systems


Inclusion, Education, Bhutan, Complex Systems, Values, Utility


This article argues that it in order to analyse educational values within a complex system, greater attention must be paid towards understanding the utility of education and the contexts, discourses, and narratives surrounding the purpose of schooling in society. An Educational Values Evaluation and Design (EVED) framework is put forward as a means to effectively understand the alignment – or misalignment – of educational values within a complex system. This is particularly relevant for inclusion and diversity in education in that various elements must be in place beyond legal frameworks promoting access in order for inclusion to be meaningful and effective. This article presents the case study of Bhutan to support the EVED framework that was a result of two years of qualitative field research.
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