Françoise Cros

Innovation and Society

• Gebundenes Buch

Produktbeschreibung

"Innovation, venerated over the past two centuries in Western society, has not always been considered so positively. This book takes stock of the meanings generated by innovation, in particular by social innovation, clearly distinct from technological innovation. In fact, societal transformations reflect, through social innovation, the responses to novelty: its investment, its values and its impacts. While social innovation in general has produced many works in the social sciences, innovation specifically at school has not attracted such favor, often being limited to a description of innovative action without generating any theorization or understanding of the relevant issues, processes and instrumentalizations, especially with regard to the policies that guide education systems. Innovation at school therefore deserves to be considered as an object of attention as such. Through a close analysis of the evolution of the school, this book develops a novel theorization of innovation as it functions in relation to school and society"--Page 4 of cover.

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Produktdetails

• Verlag: Wiley
• Seitenzahl: 224
• Erscheinungstermin: 27. März 2018
• Englisch
• Abmessung: 236mm x 163mm x 15mm
• Gewicht: 408g
• ISBN-13: 9781786302038
• ISBN-10: 1786302039
• Artikelnr.: 50988063

Autorenporträt

Françoise Cros, National Conservatory of Arts and Crafts, France.

Inhaltsangabe

Introduction ix
Chapter 1 Innovation in Socio-Historical Context 1
1.1 Meaning and significance of the word "innovation" 1
1.1.1 The origins of innovation 1
1.1.2 Innovation as the inverse of tradition 3
1.1.3 Innovation versus invention and creation 4
1.1.4 Innovation and creativity: a brief incursion into school 7
1.2 Innovation in the world of beliefs and values 12
1.3 Innovation in schools: what is its definition? 19
1.4 Innovation as progress 29
1.5 Techno-economic innovation and innovation in schools: Tocqueville and
Schumpeter 31
1.6 Innovation and its process of socialization 35
1.7 Innovation and its future 49
1.8 From technical innovation to social innovation 51
1.8.1 Different innovations: characteristics and implications 51
1.8.2 Technical innovation and social innovation 52
1.8.3 Innovation of withdrawal and frugal innovation 55
Chapter 2 Innovation in Schools and its Social Forms 65
2.1 Innovation in schools as social innovation 65
2.2 Educational transition as innovation in schools 67
2.3 How do we identify innovation in schools? 73
2.4 Innovation in schools and "best practice" 77
2.5 Promotion and transfer of innovation in schools 80
2.5.1 Promotion 80
2.5.2 Transfer of innovation 83
2.5.3 The perpetuation of an innovation within an educational establishment
109
2.6 Critical analysis of examples of innovation in schools 111
2.6.1 Elementary level 117
2.6.2 Junior high level 117
2.6.3 High school level 117
2.6.4 Innovation never comes alone 118
2.6.5 Innovation is not born of nothing 119
2.6.6 Is innovation only old pedagogy in a new wrapper? 120
2.7 Innovation in schools and its support 122
2.8 The place of pedagogic movements and great pedagogues 126
2.8.1 The instigators 127
2.8.2 The great pedagogues 128
2.8.3 Pedagogic movements 128
2.8.4 Pedagogic currents 129
2.9 Training innovation in schools 132
2.9.1 There is innovation, and innovation 132
2.9.2 Well-identified competences for the innovative spirit? 134
2.9.3 Intersecting competences for developing innovation 135
2.9.4 Ways of training trainers to develop a global capacity for innovation
137
Chapter 3 Innovation in Schools: Issues for Policy and Governance 139
3.1 Innovating schools: learning schools? 139
3.2 Evaluating innovation in schools 142
3.3 Innovation in schools and research 146
3.3.1 Evidence-based policy 147
3.3.2 Action research or training research 148
3.3.3 Research as a competence of innovators 148
3.4 Innovation in schools in European countries 150
3.5 The five stages of public policy for supporting innovation in France
154
3.5.1 Innovation, a marginal subject (1960-1980) 154
3.5.2 Innovation as a process to be channeled (1981-2000) 155
3.5.3 Innovation becomes a competence for actors in the education system
(2001-2010) 157
3.5.4 Innovation as a social regulator (2011-2017) 161
Conclusion 175
General Bibliography 181
Index 187