Authors: Malin Lindberg; Mia Heikkilä; Jennie Schaeffer; Cecilia Nordquist
Addresses: Luleå University of Technology, 971 87 Luleå, Sweden ' Mälardalen University; Åbo Akademi University, Box 311, 651 01 Vaasa, Finland ' Mälardalen University; Västmanlands Läns Museum, Karlsgatan 2, 722 14 Västerås, Sweden ' Uppsala University, Box 256, 751 05 Uppsala, Sweden
Abstract: Based on the experiences from a social innovation process of Swedish preschool remodelling - aiming to enhance equal and inclusive learning and play - the study investigates socio-material dimensions in complex multi-actor/level (ex)change. Previous studies on systemic change through social innovation ecosystems help reveal dynamics and challenges in the co-ordination of varying logics and interests among the involved preschools, municipality, architectural firm, universities and innovation agency. The shared appreciation of equal preschools as universally good and desirable, served to conceal contestations of the principal aspirations of innovative socio-material transformation, instead conceptualising it as conflicting institutional logics and lacking cross-institutional coordination. The study further confirms that the large complex systems that characterise formal education may hamper innovation by its high degree of inertia, while distinguishing a potential for enhanced innovation through participatory, empowering approaches in social innovation ecosystems.
Keywords: education; equality; participatory research; preschool; social innovation; systemic change.
International Journal of Social Entrepreneurship and Innovation, 2020 Vol.5 No.3, pp.167 - 182
Received: 25 Sep 2018
Accepted: 04 Dec 2018
Published online: 05 Mar 2021 *