Towards a situational understanding of collective learning: a reflexive framework.

Autor/inn/en	Schreurs, Jan; De Blust, Seppe; Devisch, Oswald
Titel	Towards a situational understanding of collective learning: a reflexive framework.
Quelle	In: Urban planning, 4 (2019) 1, S. 19-30 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-7635
DOI	10.17645/up.v4i1.1673
Schlagwörter	Pädagogik; Forschung; Planung; Kooperatives Lernen; Lernen; Reflexivität
Abstract	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 withinprocesses 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.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2020/1