@article{jordan_wicked_2014,
	title = {Wicked problems: inescapable wickedity},
	volume = {40},
	issn = {0260-7476},
	shorttitle = {Wicked problems},
	url = {http://dx.doi.org/10.1080/02607476.2014.929381},
	doi = {10.1080/02607476.2014.929381},
	abstract = {The article explores the concept of wicked problems and proposes a reinvigorated application of this concept for wider educational use. This recommendation stems from the contributions of a number of scholars who frame some of the most contentious and recalcitrant educational issues as wicked problems. The present authors build upon these previous explorations of wickedity and initially apply it to literacy learning. They then discuss the relevance for wicked responses and wicked actions for the wider educational community (e.g. parents, teachers, policy-makers, teacher educators and educational researchers). The authors conclude with three proposals for understanding and addressing wickedity: (a) promoting careful observation and continuous curiosity, (b) increasing conversations with diverse stakeholders and (c) engaging in collective and distributed sense-making.},
	number = {4},
	urldate = {2015-11-18},
	journal = {Journal of Education for Teaching},
	author = {Jordan, Michelle E. and Kleinsasser, Robert C. and Roe, Mary F.},
	month = aug,
	year = {2014},
	pages = {415--430},
	file = {Full Text PDF:files/52849/Jordan et al. - 2014 - Wicked problems inescapable wickedity.pdf:application/pdf;Snapshot:files/52850/02607476.2014.html:text/html}
}

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