Theoretical reflections of complexity theory concepts and principles in understanding multiple vulnerabilities: an in-depth analysis

Nowell Chidakwa and Prosper Lunga
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Nowell Chidakwa: School of Education, Educational Psychology, Student of Master of Education in Educational Psychology – Great Zimbabwe University
Prosper Lunga: School of Education, Educational Psychology, Student of Master of Education in Educational Psychology – Great Zimbabwe University

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 4, 79-84

Abstract: This baseline paper draws from the complexity theory to troubled learners’ facing multiple vulnerabilities as plural, diverse and may be encountered simultaneously. We argue that society usually views vulnerability as a singular, easily describable and understood phenomenon. It begins with discussing the brief overview of the themes and theory, exploring literature that supports the need for complexity theory in mitigating multiple vulnerabilities. The components of the complexity theory are discussed and literature on how they can best be set to utilise the theory is explored are also discussed with an aim to unveiling how they can better be addressed in the context of applying the theory in mitigating multiple vulnerabilities..

Date: 2021
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