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.
Highlights
Social Innovation and Collective LearningPlanning practice could play a crucial role in creating institutional support for socially innovative action (MacCallum, Moulaert, Hillier, & Vicari Haddock, 2009; Moulaert & Cabaret, 2006; Van Dyck & Van den Broeck, 2013)
In this article we argue that a better understanding of the underlying process of collective learning is primordial in order for planning practice to play a role in supporting social innovation
In order to avoid that these different interpretations of learning create confusion and an unpredictable basis for supporting socially innovative initiatives and lead to theirintentional co-optation and depoliticization in planning processes, we propose to focus on a more operational and situated understanding of collective learning—later defined as a reflexive framework
Summary
Planning practice could play a crucial role in creating institutional support for socially innovative action (MacCallum, Moulaert, Hillier, & Vicari Haddock, 2009; Moulaert & Cabaret, 2006; Van Dyck & Van den Broeck, 2013). In order to avoid that these different interpretations of learning create confusion and an unpredictable basis for supporting socially innovative initiatives and lead to their (un)intentional co-optation and depoliticization in planning processes, we propose to focus on a more operational and situated understanding of collective learning—later defined as a reflexive framework. This understanding goes beyond the qualities of learning and engages with a more in-depth understanding of how processes of collective learning are managed, how internal processes of learning and external demands interrelate and how external actors as planning practitioners can play a role in creating the institutional support for collective learning processes. In the conclusions of this article we further illustrate the added value of our reflexive framework and introduce how the analysis of both cases lead to a multi-layered understanding of collective learning for planning practitioners in supporting local socially innovative initiatives
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