Authors: Victoria Konidari, Yvan Abernot
Addresses: Department of Psychology, Sciences of Education, Department Sciences of Education, University of Provence, Centre de Lambesc, 1, avenue de Verdun, 13410 Lambesc, France; Nidri, Lefkada, Greece. ' Department of Psychology, Sciences of Education, Department of Sciences of Education, University of Provence, Centre de Lambesc, 1, avenue de Verdun, 13410 Lambesc, France
Abstract: This paper seeks to explore the actual educational setting, to see if there are appropriate conditions to develop Collective Capacity (CC) in educational institutions. It sees CC as the new land mark in work philosophy and presents a theoretical approach to the concept. Based on a theoretical framework, the authors underline what the primers for such change should be. In the second part, the authors present the results of interviews carried out with secondary education teachers, to explore the way the actual education setting is self-organised, and the possibilities for Collective Capacity Building. The paper explores extensively the theoretical dimensions for the change of paradigm required and addresses the new issues to be considered.
Keywords: collective capacity; complexity; social capital; subjectivity; time; educational institutions; secondary education; teachers; self-organisation; change; capacity building.
International Journal of Learning and Change, 2007 Vol.2 No.3, pp.286 - 306
Published online: 13 Feb 2008 *Full-text access for editors Access for subscribers Purchase this article Comment on this article