Social Innovation in Latin America

Domanski, Dmitri; Howaldt, Jürgen; Schröder, Antonius

doi:10.1080/19452829.2017.1299698

Cited by 25 publications

(32 citation statements)

References 1 publication

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“…Encouraging innovative bottom-up approaches such as the Education at the service of Wetlands described in Table 2 would be particularly effective to empower citizens (Domanski et al 2017). Community participation in the context of social innovation is a key feature to counter paternalistic top-down approaches and to secure sustainability of projects (Rey de Marulanda and Tancredi 2010).…”

Section: Public Participationmentioning

confidence: 99%

Nature-Based Solutions in Latin American Cities

Pino¹,

Borelli²,

Pauleit³

2020

The Palgrave Handbook of Climate Resilient Societies

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Section: Public Participationmentioning

confidence: 99%

Nature-Based Solutions in Latin American Cities

Pino¹,

Borelli²,

Pauleit³

2020

The Palgrave Handbook of Climate Resilient Societies

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“…Hence, they also cannot contribute to strengthening the discourse on social innovation in education, giving it more weight for perspectives on educational change. Compared with other regions (e.g., Latin America [71,72]) and other policy fields (e.g., Poverty Reduction and Sustainable Development, Environment and Climate Change [73,74]) the visibility, awareness, recognition and acceptance of the social innovation concept and related initiatives have to be fostered. This would lead to unlocking the quantitative (in terms of numbers of initiatives, diffusion and imitation) and qualitative (in terms of success and impact) potential of innovations in education and lifelong learning.…”

Section: A New Open Innovation Strategy Is Neededmentioning

confidence: 99%

Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System

Schröder

Kruger

2019

Sustainability

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Based on the results of the EU funded Social Innovation – Driving Force of Social Change (SI-DRIVE) project the major challenges and needs of education and lifelong learning worldwide are revealed, focusing on solutions via new educational practices delivered by social innovations and embedding civil society. Against this background, a more learner-oriented approach instead of institutional improvements is presented. Based on the results of SI-DRIVE’s global mapping of more than 200 innovative education initiatives and 18 in-depth case studies, the article spotlights the relevant settings and success factors of social innovations in education, leading to a system related typology of social innovation. New ways of repairing, modernising and transforming education as well as separated approaches are illustrated showing the underdeveloped, unexploited and unrecognised potential of this kind of innovation. For setting up a more innovation friendly environment, it is particularly important to realise a paradigm shift towards a learner perspective and rationality. More leeway and new governance structures for integrating and fostering social innovations and unfolding the potential of all societal sectors for enhancing education are necessary. This especially includes a more active and new role of universities in enabling, exchanging, moderating and researching social innovation.

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“…Brazil’s number of social innovations is higher than other countries in Latin America (Domanski et al, 2017; Rey de Marulanda & Tancredi, 2010; Rodríguez Herrera & Alvarado Ugarte, 2008). Some fields in which innovation in Brazil was implemented, are for example, participation of civil society in public decisions and in the improvement of education.…”

Section: Introductionmentioning

confidence: 99%

Social Change in Brazil Through Innovations and Social Movements

Maldonado-Mariscal

2020

Journal of Developing Societies

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Social innovations and changes in educational systems are the cornerstones for success of emerging countries. Current developments in Brazil and heterogeneity of society make the country a perfect candidate to investigate these topics. Drawing on historical analysis and content analysis, the author builds a model that recognizes patterns of social change. This model enables to analyze social change through the interaction of radical changes, innovations, social movements, and reforms. This model is applied to two periods in Brazil, where social movements, like the revolution in the 1930s and the military coup in the 1960s, triggered a series of social changes. The findings of this study suggest that social change is a cyclical process where social innovations and educational change are involved. These findings have significant implications for our understanding of current changes in the Brazilian society and provide a key instrument for analyzing social change in other societies.

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Social Innovation in Latin America

Cited by 25 publications

References 1 publication

Nature-Based Solutions in Latin American Cities

Nature-Based Solutions in Latin American Cities

Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System

Social Change in Brazil Through Innovations and Social Movements

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