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Innovation chains: possibilities and constraints for critical perspectives on computers, difference and educational innovation

Rowan, Leonie and Bigum, Chris 2004, Innovation chains: possibilities and constraints for critical perspectives on computers, difference and educational innovation, in AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, The Association, Coldstream, Vic, pp. 1-15.

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Title Innovation chains: possibilities and constraints for critical perspectives on computers, difference and educational innovation
Author(s) Rowan, Leonie
Bigum, Chris
Conference name International Education Research Conference Proceedings (2004 : Melbourne, Vic)
Conference location Melbourne, Victoria
Conference dates 28 November - 2 December 2004
Title of proceedings AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings
Editor(s) Jeffrey, P.
Publication date 2004
Start page 1
End page 15
Publisher The Association
Place of publication Coldstream, Vic
Summary While declarations of ‘innovativeness’ are easily found in most educational contexts, it is significantly more difficult to locate detailed definitions of what educational innovation actually means. In this paper we are interested in identifying the extent to which mainstream takes on ‘innovation’ (as played out in contemporary technology and equity debates) reflect or respond to what we will define as the more innovative dimensions of innovation literature itself. Our aim throughout this paper, then, is to begin the complex process of developing a means for distinguishing between projects that are ‘badged’ as innovative and projects that are more demonstrably (and sustainably) innovative. In this process we will distinguish between what Shiv Visvanathn describes as “innovation chains”— dynamic, rhizomatic, transformative responses to the contemporary world that lead to fundamentally new ways of conceptualising technology, culture and difference—and the constraints—or chains—provided by dominant understandings of innovation: chains which anchor us to existing, hegemonic and limiting understandings of student
diversity and educational technology.
ISSN 1324-9339
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2005
Copyright notice ©2004, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005588

Document type: Conference Paper
Collections: School of Education
School of Social and Cultural Studies in Education
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