Abstract
In recent decades, different social innovations – such as lifelong learning, inclusion or Education for Sustainable Development – have had a huge impact on domestic education systems. In an increasingly globalized world, innovations diffuse across national borders. At the same time, diffusion processes seem to be highly influenced by public and private actors, e.g. international organizations (IOs) or non-governmental organizations (NGOs). Both state and non-state actors use social networks and digital communication platforms, such as Twitter, as channels for the diffusion of social innovations and practices. Inclusive education, which has become the main alternative to special schools for the schooling of children with disabilities, is a widely discussed innovation in education and, hence, represents a suitable case for the study of global diffusion processes and the involved actors. Thus, drawing on social network theory, the aim of this paper is to examine the structure of the Twitter communication network forming around the social innovation of inclusive education. Empirically, we use social network analysis to map the communication network; identify central actors; and infer assumptions about the role of different actor groups. Our results show, for instance, that especially NGOs and IOs hold central positions in the network, which enables them to exert influence on the diffusion of innovative ideas. Overall, the findings of our study indicate how the online communication tool Twitter can play a crucial role for actors who seek to influence the global diffusion of social innovations in education and effect education policies, norms and systems at the global, national and regional levels as such.
Highlights
In recent decades, education systems around the world have been confronted with reform initiatives, resulting in a growing number of social innovations related to education
5‘General non-governmental organizations (NGOs)’ are distinguished from disabled people’s organizations (DPOs) on the basis that they do not have a singular thematic emphasis on disability rights but rather a broader or different agenda; throughout the paper we sometimes refer to general NGOs and DPOs collectively as ‘NGOs’ as they represent the same type of organization
Others, such as governmental or research-related accounts, are rather randomly located in the graph. This unsystematic arrangement could be regarded as an indication that the involvement of many different actors may shape the implementation of inclusive education in many ways
Summary
Education systems around the world have been confronted with reform initiatives, resulting in a growing number of social innovations related to education. In an increasingly globalized world, the diffusion of educational reforms and innovations (such as inclusive education) is not limited to national borders. Different concepts and programs – such as the Bologna reforms in European Higher Education or digitalization in schools – have had a huge impact on domestic education policy. These social innovations are often developed in response to general societal change or to meet the needs of disadvantaged groups (e.g., persons with disabilities). They have resulted in social movements, educational reforms, novel pedagogical and organizational practices and changes in educational discourses
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