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It highlights an ethical imperative for socially innovative work and reviews educational and research practices that can embed social innovation in educational scholarship. These include community-service learning, restorative justice, participatory action research, and community arts as cultural democracy. 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I use the term Indigenous to refer to First Peoples’ and their wisdom traditions from places around the world and the term Aboriginal to refer to the diverse First Nations, Métis, and Inuit peoples of Canada. The article looks at the ethical imperative for doing socially innovative work, and examines practices with potential for embedding social innovation in educational scholarship, including experiential and relational educational approaches, such as community-service learning and restorative justice; participatory action research as an allied research approach; and community arts framed as cultural democracy. It describes a research project with street-involved youth asa case study for research that moves toward social innovation through the Government of Canada Policy Research Initiative’s five steps involved in a co-creative social innovation project.  \nKeywords: social innovation, participatory action research, cultural democracy, community arts, community service learning  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015)©2015 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  \nCet article traite de l’innovation sociale dans l’éducation axée sur les arts et des modes de connaissance autochtones. En anglais, j’utilise le terme « Indigenous » pour parler des Premières Nations et leurs traditions de sagesse de par le monde et le terme « Aboriginal » en référence aux Premières Nations, aux Métis et aux populations inuites du Canada. L’étude porte sur un impératif éthique, celui de faire un travail d’innovation sociale, et sur les pratiques susceptibles d’intégrer l’innovation sociale dans la quête du savoir en éducation. Par exemple : les approches éducatives expérientielles et relationnelles, commel’apprentissage par le service communautaire et la justice réparatrice; la recherche-action participative en tant qu’une approche de recherche connexe; les arts communautaires dans un contexte de démocratie culturelle. L’article décrit un projet de recherche réalisé de concert avec des jeunes de la rue; il s’agit d’une étude de cas pour la recherche visantl’innovation sociale par le biais des cinq étapes du Projet de recherche sur les politiques du gouvernement du Canada et ce, dans le cadre d’un projet d’innovation sociale faisant appel à la co-créativité .  \nMots-clés : innovation sociale, recherche-action participative, démocratie culturelle, arts communautaires, apprentissage par le service communautaire  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe notion of social innovation (or social accountability, social entrepreneurship) is stirring the imaginations of community organizations, governments, and the academy in exciting ways. In the field of education, social innovation emerges as part of an effort for reimagining education for the public good. As a scholar in drama and theatre education, I have been moving toward social innovation through my community-engaged educational arts research over the past 15 years. I refer to my work as “moving toward social innovation” because, based on my experiences and according to literature in the area (Westley, Zimmerman, & Patton, 2007), social innovation is not something we ever entirely arrive at, but is, instead, something for which we strive.  \nMy drama-based methods have explored the experiences of marginalized youth with students in alternative school settings, with incarcerated youth and with street-involved youth (see, for example, Conrad, 2002, 2005, 2010; Conrad & Kendal, 2009) . While","cbCaiucejNOWKQ1x","https://ap.wps.com/l/cbCaiucejNOWKQ1x","pdf",306016,25,"English","# Introduction\n## Understanding social innovation and the ethical imperative\n## Youth-focused drama-based and community-engaged research\n## Educational and research practices embedding social innovation\n## Case study: Youth Uncensored project framework","[{\"question\":\"What is the article’s main focus regarding social innovation in education?\",\"answer\":\"It explores how social innovation can be embedded in educational scholarship through arts-based and relational approaches informed by Indigenous ways of knowing.\"},{\"question\":\"Which research and educational practices does the article discuss as supporting social innovation?\",\"answer\":\"It discusses experiential and relational approaches such as community-service learning and restorative justice, participatory action research, and community arts framed as cultural democracy.\"},{\"question\":\"How does the Youth Uncensored project function as a case study in the article?\",\"answer\":\"The project partners with a community arts organization and street-involved youth co-researchers to develop arts-based workshops, described through a five-step Government of Canada co-creative policy research framework.\"}]","Education and Social Innovation: The Youth Uncensored Project - A Case Study of Youth Participatory Research and Cultural Democracy | PDF",1792081362,63]