Towards a Situational Understanding of Collective Learning: A Reflexive Framework

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.

Revealing the hidden facets of normative assessments: improving the management of major infrastructure projects through engaged scholarship

“…Interestingly, the collective learning trajectory that we engaged in was fluctuating and rather unexpected for us as scholars. Its dynamic and Hidden facets of normative assessments iterative nature is coherent with what theories about team and collective learning suggest (Blust et al, 2019;Knapp, 2010). This collective learning was made possible by the reflexivity of the actors involved in the collaborationthe researchers and practitionerswho continuously questioned themselves and their assumptions.…”

Urban Strategies for Dense and Green Zurich:From Healthy Neighbourhoods towards Healthy Communities?

“…In doing so, we differentiate two main types of meta-trends in healthy urban development: topical and procedural. Informed by the authors' previous research related to both topical meta-trends (Cairns & Tunas, 2022;Tan et al, 2021) and procedural meta-trends (Perić et al, 2021;Perić, 2014;De Blust et al, 2021;De Blust et al, 2019), and using the United Nations' Sustainable Development Goals (SDGs) (UN, 2015) as the main pillars to structuring the overview -in particular SDG 11 (sustainable cities and communities), SDG 13 (climate action), SDG 15 (life on land) and SDG 17 (partnerships for the goals) -we identify the following topical and procedural meta-trends: 1) topical: a) green city, b) climate adaptation and mitigation, c) densification/infill development, d) resilience, and e) sustainable development; and 2) procedural: a) communication, b) cooperation, c) coordination, d) participation, and e) governance.…”

Suburban regeneration through capacity building two case-studies from France (Périgueux) and Denmark (Viby)

“…These challenges are not only posed to planners working in urban administrations. The question of supporting socially innovative processes is also a central concern for participative urban practitioners, urban professional intermediaries or spatial professionals (Kaethler et al 2017) that from an external position are introducing co-creative formats for planning and organization of spatial agendas around alternative publics (Larsen & Brandt 2018;De Blust et al 2019;Toft-Jensen & Andersen 2012;Biau et al 2013). In the following cases, Lab InVivo and the NGO GivRum are typical examples of these participative urban practitioners.…”