Experiential learning: a relational approach to sustaining community-led social innovation.
Community-led social innovations have great potential to drive sustainable change but often struggle to sustain themselves in urban governance systems. Social learning is a prevalent strategy for sustaining social innovation, but limits understanding of, and abilities for transforming its relational...
| Publicado en: | Innovation: The European Journal of Social Sciences Vol. 36; no. 3; pp. 434 - 453 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=169807724&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 169807724 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 13511610 IVT jtl: Innovation: The European Journal of Social Sciences issn: 13511610 maglogo: N pubinfo: dt: Sep2023 vid: 36 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 169807724 10.1080/13511610.2022.2121268 ppf: 434 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 285KB tig: atl: Experiential learning: a relational approach to sustaining community-led social innovation. aug: au: Bartels, Koen P.R. affil: Institute of Local Government Studies, University of Birmingham, Birmingham, UK su: Experiential learning Social innovation Social learning Social responsibility Action research Urbanization sug: subj: Experiential learning Social innovation Social learning Social responsibility Action research Urbanization keyword: action research classical pragmatism experiential learning relationality social learning urban governance action research classical pragmatism experiential learning relationality social learning urban governance ab: Community-led social innovations have great potential to drive sustainable change but often struggle to sustain themselves in urban governance systems. Social learning is a prevalent strategy for sustaining social innovation, but limits understanding of, and abilities for transforming its relational dynamics. Drawing on classical pragmatism, I explain how experiential learning offers a relational framework for facilitating an interactive, holistic and embodied process of learning to transform engrained relational patterns and hegemonic forces that constrain personal and social potentialities. Based on action research conducted with an impactful community-led social innovation struggling to sustain itself, I conceptualize experiential learning as learning-in-relation-to-others-and-the-world: cultivating capacities and resources for growing individually and together in relation to hegemonic forces. I conclude that learning should not be treated as an internal responsibility of social innovations but as a key condition for ecosystems that sustain social innovation and transform urban governance. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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