When grassroots innovation movements encounter mainstream institutions: implications for models of inclusive innovation

Grassroots innovation movements (GIMs) can be regarded as initiators or advocates of alternative pathways of innovation. Sometimes these movements engage with more established science, technology and innovation (STI) institutions and development agencies in pursuit of their goals. In this paper, we argue that an important aspect to encounters between GIMs and mainstream STI institutions is the negotiation of different framings of grassroots innovation and development of policy models for inclusive innovation. These encounters can result in two different modes of engagement by GIMs; what we call insertion and mobilization. We illustrate and discuss these interrelated notions of framings and modes of engagement by drawing on three case studies of GIMs: the Social Technologies Network in Brazil, and the Honey Bee Network and People's Science Movements in India. The cases highlight that inclusion in the context of GIMs is not an unproblematic, smooth endeavour, and involves diverse interpretations and framings, which shape what and who gets included or excluded. Within the context of increasing policy interest, the analysis of encounters between GIMs and STI institutions can offer important lessons for the design of models of inclusive innovation and development

The rise of the quasi-public space and its consequences for cities and culture

This article argues that whilst appearing new, quasi-public spaces have emerged from a process of investment restructuring over the last 50 years. The profound change that is set in motion is a loss of control of public space and its cultural uses in cities. The tensions set up in this transformation are illustrated by the cultural fortunes of the largest such space in London, Granary Square; and, that of the City of London that has little, if any, public space

Charles W. Bolen Faculty Recital Series: Duo MemDi: Igor Kalnin, Violin; Rochelle Sennet, Piano; September 23, 2023

Kemp Recital HallSeptember 23, 2023Saturday Evening7:00 p.m

Institutional creativity and pathologies of potential space: The modern university

This paper proposes the applicability of object relations psychoanalytic conceptions of dialogue (Ogden, 1986, 1993) to thinking about relationships and relational structures and their governance in universities. It proposes that: the qualities of dialogic relations in creative institutions are the proper index of creative productivity; that is of, as examples, ’thinking’ (Evans, 2004), ’emotional learning’ (Salzberger-Wittenburg et al., 1983) or ’criticality’ (Barnett, 1997); contemporary institutions’ explicit preoccupation in assuring, monitoring and managing creative ’dialogue’ can, in practice, pervert creative processes and thoughtful symbolic productivity, thus inhibiting students’ development and the quality of ’thinking space’ for teaching and research. In this context the paper examines uncanny and perverse connections between Paulo Freire’s (1972) account of educational empowerment and dialogics (from his Pedagogy of the oppressed) to the consumerist (see, for example, Clarke & Vidler, 2005) rhetoric of student empowerment, as mediated by some strands of managerialism in contemporary higher education. The paper grounds its critique of current models of dialogue, feedback loops, audit and other mechanisms of accountability (Power, 1997; Strathern, 2000), in a close analysis of how creative thinking emerges. The paper discusses the failure to maintain a dialogic space in humanities and social science areas in particular, exploring psychoanalytic conceptions from Donald Winnicott (1971), Milner (1979), Thomas Ogden (1986) and Csikszentmihalyi (1997). Coleridge’s ideas about imagination as the movement of thought between subjective and objective modes are discussed in terms of both intra- and inter-subjective relational modes of ’dialogue’, which are seen as subject to pathology in the pathologically structured psychosocial environment. Current patterns of institutional governance, by micromanaging dialogic spaces, curtail the ’natural’ rhythms and temporalities of imagination by giving an over-emphasis to the moment of outcome, at the expense of holding the necessary vagaries of process in the institutional ’mind’. On the contrary, as this paper argues, creative thinking lies in sporadic emergences at the conjunction of object/(ive) outcome and through (thought) processes

Ideas to re(formulate) a critical physical education

El estudio tiene por objetivo elaborar un bosquejo analítico para re-pensar una educación física crítica (EFC). Mediante una metodología centrada en el análisis de las teorías críticas, se reflexiona sobre el sentido de la educación física escolar y se aportan reflexiones para potenciar una educación más emancipadora. Se aportan ideas promovedoras de un cambio didáctico, metodológico y pedagógico consciente y profundo. Los resultados muestran una baja actitud reflexivo-crítica en la educación –física– a causa de la nointencionalidad crítica de propuestas. Por todo ello, censuramos las recientes metodologías autodenominadas renovadoras y que dicen promover la libertad – solamente desde la dimensión práctica y de la obediencia ciega al currículo–. Proponemos abrir el debate hacia una EFC más incisiva contra las bases ideológicas neoliberales que sustentan el sistema educativo actual. Incidimos en el hecho que los docentes tienen que ayudar a este cambio de paradigma, mediante la intervención en el aulaThis article aims to develop an analytical sketch intended to re-think a critical physical education (EFC). From a methodology focused on the analysis of the critical theories, we reflect on the meaning of physical education in school. We offer suggestions for teachers are given in order to reflect in the possibilities of a shift towards a more democratic and emancipatory education of people. We discuss ideas that can illuminate a change: didactic, methodological, and educational too. It should be more conscious and deep that has been evident so far. Results show a low reflective-critical attitude in -physic- education that is caused for non-intentionality critical of proposals. Critical proposals must allow change. We criticize the recent methodologies that call themselves new and claim to promote freedom of students, but from the practical dimension and blind obedience to the curriculum. We propose to open the debate towards a more incisive EFC against the neoliberal ideological bases that support the current educational system We insist on the fact that teachers have to help this paradigm shift through classroom interventio

A drawback for substitutional arguments

Competing theories on the semantics of group pejorative terms (also known as‘slurs’)comprise both advocates and opponents to the Identity Thesis (IT), according to whichthese terms and their neutral counterparts do not differ in semantic value. In the oppo-nents’camp, Christopher Hom has offered an argument based on substitution of slurs andneutral counterparts that both supports his semanticist approach and cast doubts on all IT-based approaches to slurs. We aim to point to a dilemma triggered by this argument based on evidence showing that substitution of some words (including but not restricted to slurs)for non-problematically co-referential pairs may fail to preserve truth-values in some linguistics contexts

La mirada en occidente, bajo la sombra de las dos ciudades.

Sin resume

La mirada en occidente, bajo la sombra de las dos ciudades.

Sin resume

La mirada en occidente, bajo la sombra de las dos ciudades.

Sin resumenSin resume

La autoayuda y el consumo de dispositivos psíquicos en el caso de la Innovación

Innovation appears in the business world and, generally, in the organizational spheres, as a demand of the economic system that is characteristic of informational capitalism and its’ predominant logics: the search of and added value. This is done parallel to the cultural logics that have cleaned out and taken down the modern psychic individual. The initiative and the motivation have passed from being a raw material to a high-elaborated product, a product that can be worked apart form the individual through the traditional ways or be included in an psychoanalyzed auto construction. This text analyses the psycho-cultural function and the success of the self-help books along with its’ “psycho-ideology.” The culture of self-help has as a horizon all types of relational spheres and all dispositions, feelings, and emotions. This article is focused on the case of innovation, that is, the analysis of the functions of the books of self-help that are directed to make people more innovative and proactive.<br><br>La innovación aparece en el mundo de la empresa y, en general, en los ámbitos organizacionales, como demanda del sistema económico propio del capitalismo informacional y de su lógica imperante: la búsqueda del valor añadido. Y lo hace en concurso con lógicas culturales que han ido vaciando y desmontando al sujeto psíquico moderno. La iniciativa y la motivación han pasado de materia prima a producto altamente elaborado. Un producto que puede ser trabajado desde fuera del sujeto por las vías tradicionales, o bien inserto en una autoconstrucción psicologizante. Este texto analiza la función psicocultural y el éxito de los libros de autoayuda junto con su “psico-ideología”. Si bien la cultura de la autoayuda tiene como horizonte todo tipo de ámbito de relación y todas las disposiciones, sentimientos y emociones, el artículo se ocupa del caso de la innovación, es decir, del análisis de la función de los libros de autoayuda destinados a convertir a la gente en innovadora y proactiva