Social innovation (SI) is an increasingly prominent but contested issue in discussions of social policy reform. Although not yet a familiar concept, nor widely understood (least of all by policy makers), it has entered mainstream policy discourses. However whether SI marks a significant departure in either theory or in practice, or merely in rhetoric, remains to be determined. This Review Article, and the Themed Section as a whole, aims to set out some of the questions social policy analysts should ask about SI, and to help clarify whether or not it is a significant development which merits attention. The Review begins by considering some of the reasons for the recent interest shown in SI before clarifying the meaning of the concept and outlining some of the different forms SI has taken. This discussion is followed by a consideration of some of the practical and theoretical questions which SI raises for social policy analysis. The Review concludes that social policy analysts cannot afford to ignore SI, but that the most effective contribution the discipline can make is to apply a critical empirical perspective to test the significance, value and impact of SI.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S1474746414000086

Social innovation and social policy: promises and risks

Learning Processes, Learner Attributes and Simulations.

The early childhood curriculum is informed by a complicated array of developmental and learning theories. In recent times these theories have been most readily articulated in approaches to curriculum planning emerging from the Developmentally Appropriate Practice (DAP) guidelines and the project work in Reggio Emilia. Drawing on a common theoretical heritage, each of these approaches places a certain emphasis on ideas emerging from cognitive constructivism and developmental theory. This paper explores the nature of these theoretical informants as they are played out in both DAP and Reggio Emilia. Findings from a study aimed at examining educators' conceptions of cognitive constructivism and developmental theory as utilised by DAP are reported, with the responses by four educators regarding these understandings in relation to their developing awareness of the Reggio Emilia approach detailed. The paper identifies differences in orientation between the educators' conceptions of developmental theory and constructivism relative to DAP and Reggio, and indicates the potential value further research in this area holds for examining how common theoretical informants can be played out to different effect across early childhood curricula.

Children's Learning and Developmental Potential: Examining the Theoretical Informants of Early Childhood Curricula from the Educator's Perspective.

This thesis inquires into possibilities for young children’s active citizenship as provoked through a practice of social justice storytelling with one Preparatory class of children aged five to six years. The inquiry was practitioner-research, through a living educational theory approach cultivating an interrelational view of existing with others in evolving processes of creation. Ideas of young children’s active citizenship were provoked and explored through storytelling, by a storytelling teacher-researcher, a Prep class of children and their teacher. The three major foci of the study were practice, narrative and action. A series of storytelling workshops with a Prep class was the practice that was investigated. Each workshop began with a story that made issues of social justice visible, followed by critical discussion of the story, and small group activities to further explore the story. The focus on narrative was based on the idea of story as a way knowing. Stories were used to explore social justice issues with young children. Metanarratives of children and citizenship were seen to influence possibilities for young children’s active citizenship. Stories were purposefully shared to provoke and promote young children’s active citizenship through social actions. It was these actions that were the third focus of the study. Through action research, a social justice storytelling practice and the children’s responses to the stories were reflected on both in action and after. These reflections informed and shaped storytelling practice. Learning in a practice of social justice storytelling is explained through living theories of social justice storytelling as pedagogy. Data of the children’s participation in the study were analysed to identify influences and possibilities for young children’s active citizenship creating a living theory of possibilities for young children’s active citizenship.

https://espace.library.uq.edu.au/view/UQ:347881/Louise_Phillips_Thesis.pdf

Young children’s active citizenship : storytelling, stories, and social actions

Leaders in Curriculum Studies: Intellectual Self-Portraits

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Social innovation and social policy: promises and risks

Learning Processes, Learner Attributes and Simulations.

Children's Learning and Developmental Potential: Examining the Theoretical Informants of Early Childhood Curricula from the Educator's Perspective.

Young children’s active citizenship : storytelling, stories, and social actions

Leaders in Curriculum Studies: Intellectual Self-Portraits