ABSTRACT
While research-informed practice suggests the ways that education can reduce prejudice in individuals and institutions, the world in the early part of the twentyfirst century is by no means a static stage for policy application: it presents itself to schools as an ever-morphing arena of VUCA (Volatility, Uncertainty, Complexity and Ambiguity). Knowing which strategies will work best for individuals or groups is highly contingent on context and future contexts. The scaffolds within which human society shall operate are not only unknown to us now but stand every chance of being radically different from the present. This is because of the exponential nature of the rate of much environmental, social and demographic change (Fadel, 2015).
