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The analysis considers what local, artistic, and collaborative activities reveal about macro discourses and processes of social innovation. The findings challenge institutional assumptions about youth as a coherent social grouping and raise questions about how schooling institutions can cultivate plural, progressive forms of sociality and broader social innovation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/areconsideration-of-social-innovation-drama-pedagogies-and-youth-perspectives-on-creative-and-social-relations-in-canadian-schooling/595720/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/areconsideration-of-social-innovation-drama-pedagogies-and-youth-perspectives-on-creative-and-social-relations-in-canadian-schooling/595720.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach does the author use to study social innovation?","Question",{"text":112,"@type":113},"The author draws on a multi-sited, global ethnography focused on youth civic engagement and artistic practices, using students’ perspectives from a Canadian high school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the drama classroom context contribute to the discussion of social innovation?",{"text":117,"@type":113},"Students’ reflections on their experiences in drama pedagogy are used to explore how local, artistic, and collaborative youth activities inform broader social innovation processes.",{"name":119,"@type":110,"acceptedAnswer":120},"What questions does the preamble raise about educational institutions and social innovation?",{"text":121,"@type":113},"It asks how education separates pedagogical innovation from social innovation, what measures are used to judge failure or success, and what innovations are legitimized versus ignored.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595720,1792192811,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AReconsideration of Social Innovation: Drama Pedagogies and Youth Perspectives on Creative and Social Relations in Canadian Schooling  \nKathleen Gallagher  \nOntario Institute for Studies in Education, University of Toronto  \nAbstract  \nDrawing from a multi-sited, global ethnography on youth civic engagement and artistic practices, the author uses students’perceptions from one Canadian high school, as they reflect on their experiences in a drama classroom, to ask what we might learn about the macro discourses and processes of social innovation from the local, artistic, and collaborative activities of young people. Learning from young people that they do not imagine themselves as the coherent social grouping our institutions have imagined them to be raises questions about the role educational institutions might be playing in developing and activating plural and progressive forms of sociality and social innovation more broadly.  \nKeywords: social innovation, theatre pedagogies, youth civic engagement, institutions of schooling, ethnography, social cohesion, social anxiety, educational and social evaluation  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:1 (2018)©2018 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nEn se basant sur des recherches à multi-sites une ethnographie globale, l’auteur se sert des observations des étudiants d’un seul lycée canadien et leurs opinions sur leur participation dans des cours de théâtre pour se demander ce que nous apprenons des macro-discours et des processus d’innovations sociales provenant des activités locales, artistiqueset collaboratives des jeunes. En apprenant de ces jeunes participants qu’ils ne voient pascomme faisant partie des groupements sociaux cohérents que nos institutions veulent nous faire imaginer posent des questions sur le rôle que joue nos institutions d’éducation dans le développement et l’activation de formes plurales et progressives de socialité et, plus généralement, d’innovations sociales.  \nMots-clés : l’innovation sociale, les pedagogies de theatre, l’ethnographie, engagement civil des jeunes  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:1 (2018) [www.cje-rce.ca](www.cje-rce.ca)  \nPreamble  \nIn the call for papers for this issue, the Canadian Journal of Education editors wrote the following:  \nThe driver of economic innovation is creativity and according to innovation rankings, Canada has demonstrated weak innovation capacity for decades (The Conference Board of Canada, 2015) . Given the trajectory of the CE [Creative Economy] in the next decade, we believe it is timely to address the complex constraints within education that separate pedagogical innovation from social innovation.  \nSociety needs creative thinkers who have been educated to address socio-cultural-political issues and who are capable of engaging in complex interpersonal relationships within diverse groups of people (see Hayes, Sameshima, & Watson, 2014) .1  \nFirst, my gratitude goes to those who conceived of this special issue and decided that a lack of attention to educational, pedagogical, and artistic innovation was impoverishing our understandings of“social innovation,” rendering it bereft of some of the critical practices that are seminal if we wish to move beyond the economic, the neoliberal, and the instrumental in discussions about social innovation. What are these “measures”  \nthat have shown Canada as failing? What are we measuring and what are we failing to measure? What kinds of innovations are legitimized and which are not? And, let us take some responsibility, those of us in the fields of education and the arts/cultural production, for allowing our work to remain rarified in the academy, specialized, precious even, and divorced from the social world.  \nResearch on social innovation has gained momentum over the last decade, spurred by the growing interest i","cbCaioVT2KmavahB","https://ap.wps.com/l/cbCaioVT2KmavahB","pdf",306524,23,"English","# Abstract\n# Résumé\n# Preamble\n## Call for papers and framing questions\n## Background on social innovation research","[{\"question\":\"What research approach does the author use to study social innovation?\",\"answer\":\"The author draws on a multi-sited, global ethnography focused on youth civic engagement and artistic practices, using students’ perspectives from a Canadian high school.\"},{\"question\":\"How does the drama classroom context contribute to the discussion of social innovation?\",\"answer\":\"Students’ reflections on their experiences in drama pedagogy are used to explore how local, artistic, and collaborative youth activities inform broader social innovation processes.\"},{\"question\":\"What questions does the preamble raise about educational institutions and social innovation?\",\"answer\":\"It asks how education separates pedagogical innovation from social innovation, what measures are used to judge failure or success, and what innovations are legitimized versus ignored.\"}]","AReconsideration of Social Innovation: Drama Pedagogies and Youth Perspectives on Creative and Social Relations in Canadian Schooling | PDF",1792081740,58]