Social Innovation between Educational Justice and Equity: Guidelines for a “Soft Theory”.
Journal Title: REVISTA ELECTRÓNICA ENTREVISTA ACADÉMICA (REEA) - Year 2024, Vol 4, Issue 13.1
Abstract
Social Innovation is in the centre of political agendas in many countries for the resolution of several social problems and inequalities. “Social innovation encourages us, …, to apply a power test to each area of public policy or social action: does it share power? Is it designed in ways that will help people to feel power over their own lives?” (Mulgan, 2019). In this paper, we ask ourselves: Can social innovation foster equity, justice and decolonise thought for a social change? Which approach is useful for social innovation? What principles should guide innovation in order to generate change and promote empowerment, justice and equity? Our aim is to offer a “soft theory” of social innovation that works towards equity, justice and decolonising thought. The contribution constitutes an extensive analysis on the theory of social innovation, the different approaches and the effects in practice. Through a critical reading of some scientific contributions by different authors (Mulgan, 2019; Phills, Deiglmeier y Miller, 2008; Radjou, Pranhu y Ahuja, 2014; Nicolescu y Bambara, 2014; Freire, 1970), an attempt will be made to reach a critical research approach and a “soft theory” for social innovation with an epistemic structure, capable of constituting a model for an approach that promotes empowerment, equity, educational and social justice, decolonisation of culture and thought, epistemic equality of the actors involved and democratisation. The results led to the construction of a “soft theory” of social innovation and reflection on these points: social innovation, equity, justice and decolonization; «the circular democratic solidarity approach» (Milani, 2022); and the construction of a “soft theory” of social innovation as a social practice with an epistemic structure based on a series of “stellar ideas” (Milani, 2022). The analysis conducted leads to the conclusion that social innovation, including the margins and promoting empowerment, is the way for social change with regard to justice, equity and the decolonisation of thought for a New Humanism.
Authors and Affiliations
Lorena Milani
Keywords
Related Articles
- EP ID EP734632
- DOI -
- Views 44
- Downloads 0
El Transmétodo: Un Distribuidor de Autopistas. Vía para la producción de conocimiento transdisciplinario.
El transmétodo como alternativa metodológica ofrece la posibilidad de plurimiradas de saberes interconectados, apertura de nuevos espacios reconciliando distintas lógicas y racionalidades, mediante la articulación y conf...
Integralidad, una Política Educativa de Equilibrio en un Contexto Global. Glocalización.
La educación está en crisis desde hace años, derivada del creciente proceso de globalización, pero el mundo se ha dado cuenta de ello solo recientemente, con los problemas que han traído para las diferentes culturas y so...
Discapacidad y naturalización: técnicas didácticas y evaluativas basadas en la neuroeducación.
La presente producción académica inició a partir del decreto de inclusión educativa realizado en el año 2016 por las Naciones Unidas, donde queda al descubierto la carencia en la formación docente sobre esta temática. Ha...
Perspectivas de la formación docente. De la práctica a la práctica fundamentada en la realidad.
La formación docente es un proceso base de la construcción de cualquier sistema educacional. La región latinoamericana evidencia un conjunto de fortalezas y debilidades en este sentido, que son de interesante análisis y...
Gender injustice and human trafficking: decolonising thinking against the “pedagogy of cruelty”.
It is impossible to think about gender violence and human trafficking in a way that is alien to the economic structures of “robbery” typical of the colonial/modern way of interacting with the world, which translates into...