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Towards a Situational Understanding of Collective Learning: A Reflexive Framework
Tijdschriftbijdrage - Tijdschriftartikel
Based on an in-depth study of how socially innovative processes are collectively reinforced within two cases, this article
builds a reflexive framework that conceptualizes socially innovative processes as situated trajectories of collective learning.
The framework starts from three theories in the field of pedagogy and organisational studies that try to contextualise
and operationalise how internal processes of learning, supportive relationships and external demands interrelate within
processes of collective learning. In line with the reflexive character of social innovation research, the article presents the
framework as a means to give concrete answer on how socially innovative processes can be supported and how the dynamic
character of their collective learning trajectories can be managed. The conclusion of this article further reflects on
the importance of a situational and multi-layered understanding of collective learning for creating institutional support
for socially innovative processes in planning and presents reflexive questions that can help external actors as planning
practitioners to position themselves within this often messy and complex reality.
Tijdschrift: Urban Planning
ISSN: 2183-7635
Issue: 1
Volume: 4
Pagina's: 19 - 30
Jaar van publicatie:2019
Toegankelijkheid:Open