ABSTRACT
The activities of learning and teaching are at the heart of the role of universities in society. In any context of learning and teaching, factors including equity and access, moral and ethical purpose, decisions about the inclusion or exclusion of pluralities of knowledge in curricula, methodologies of learning and teaching and relationships between the teacher and the learner are always contested. In times of Dislocated Complexity, these elements become more radically challenged by fractures and disjunction and what we term ‘Clashing -ologies’ (clashing epistemological, ontological and axiological perspectives). Recent crises are drawn on as a basis for discussing how universities have responded to Dislocated Complexity in learning and teaching, what this may mean for the future and how ‘spaces of possibility’ for Unscripted Agency and transformation can be found.
