32 SES 14, Inclusive Futures Symposium: Organizational Education Approaches to Sustainability – Social and Solidarity Economy and Societal Innovation Part 1
Symposium to be continued in 32 SES 17
The discussion around inclusive futures has become increasingly relevant for social and educational sciences over the last 50 years. The shift towards inclusion in the sense of social, ecological and economical as well as cultural sustainability is regarded as paradigmatic for our present age. Organizing Inclusion and sustainability becomes increasingly important for organizational education perspectives. Interorganizational cooperation, multi-stakeholder processes and multi-layered governance of educational and regional actors intends to lead into sustainability and social innovation strategies.
Seen from an organizational education research perspective, inclusive futures are to be addressed as organizing processes of communication and coordination between individuals, groups, organizations and networks. The term Social and Solidarity Economy covers organizations “that prioritize social and often environmental considerations over private economic interests and profit orientation; involve forms of management or governance which are more horizontal and democratic; and are often linked to forms of collective action and active citizenship.” (UNRISD, 2016, 17). It can insert life-centred norms and values into the economic sphere and countervail the lack of transparency, accountability, democracy and eco-social responsibility. The symposium “Inclusive Futures - Organizational Education Approaches to Sustainability, Social and Solidarity Economy (SSE) and societal Innovation” therefore reflects on the potential of networked engagements in a regional and global perspective. In an organizational education perspective it discusses the relationship between “inclusion” and “diversity” approaches and reflects on possible differences between “weak” and “strong” programs of inclusion.
The double-symposium in two sessions discusses theoretical concepts, empirical research and best practice models on the topic of inclusive futures and organizational education approaches:
Susanne Elsen (Bozen, Italy) brings in the perspective on new approaches to eco-social development. She addresses the vision and the real forms of “community- based Social and Solidarity Economy and regional Eco-System-Innovation. Social and Solidarity Economy (SSE) is a form of economy, which aims to achieve objectives other than monetary profit. It serves the needs and opportunities of life-worlds and is the spinal column of community resilience. It bases on voluntary association, cooperation, democratic governance and self-organization. Its potential lies in the extended life-world-logic of action following specific needs and in the effect that citizens’ engagement has on people’s life as well as on common concerns.
Henning Pätzold, Koblenz, Germany in his contribution “Beyond inside / outside? Systems thinking as a means to overcome the in-/exclusion dilemma” discusses theoretical perspectives on exclusion and inclusion and shows the specific perspective on exclusion and inclusion coming along with these less rigid perspectives on in-/exclusion. Emphasizing the aspect of temporality and providing elaborated perspectives to deal with paradoxes (which eventually go beyond the possibilities of classical logic, c.f. Klagenfurt 1995), Pätzold argues to implement systems thinking into organizational education. By this, the relationship between organization and socio-ecological development might be opened up and would not need to force (early) decisions about inclusion/exclusion.
Marc André Heidelmann and Susanne Maria Weber, Marburg, Germany theorize regional sustainability cycles and the question of inclusion and exclusion in a discourse theoretical perspective as cycles of powerknowledge involving economical rationalities, political rationalities, ecological rationalities, educational and cultural rationalities.
Finally, Ruth Wouters, Leuven, Belgium discusses deliberative methods as a way to inclusiveness and the relevance of deliberative methods as a way to inclusiveness. She discusses the underlying assumptions and theoretical embeddings of deliberative methods in the light of inclusion and exclusion and in an organizational education perspective.
Elsen, S. 2018. Eco-Social Development and Community-based Economy. New Yok: Routledge UNRISD Flagship report 2016. Policy Innovations for Transformative Change. Utting, P. 2015. Social and Solidarity Economy. London: ZED-books Matthies, A-L, Närhi, K. 2017. New York: Routledge Sauer, T., Elsen, S. 2016. Cities in Transition. New York: Routledge Jackson, T. 2009 Prosperity without Growth. Earthscan: London & Ney York Fung, A. and Wright, E.O., 2003. Deepening Democracy. Institutional Innovations in Empowered Participatory Governance: The Real Utopias Project IV. London: Verso. Gibson-Graham, J.K., Cameron, J. and Healy, S., 2013. Take back the economy: An ethical guide for transforming our communities. Minneapolis, Lon-don: University of Minnesota Press. Ostrom, E., 1990. Governing the Commons: The Evolution of Institutions for Collective Action. New York: Cambridge University Press. Weber, Susanne Maria (2018): Strategieentwicklung als Gegenstand der Organisationspädagogik. In: Göhlich, Michael; Schröer, Andreas; Weber, Susanne Maria (Hrsg.) Handbuch Organisationspädagogik. Wiesbaden. Weber, Susanne Maria (2018): Innovationsmanagement als Gegenstand der Organisationspädagogik. In: Göhlich, Michael; Schröer, Andreas; Weber, Susanne Maria (Hrsg.) Handbuch Organisationspädagogik. Wiesbaden.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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