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Innover pour inclure : apprendre à faire ensemble

Abstract : To try to understand how inclusion is performed, we draw on a sociological and ethnographic survey conducted since November 2012 in French Fablabs. I compared three projects ecologies (Grabher, 2004). In these different situations, I describe how the implementation of projects involving individuals with diverse cultural and educational background may perform inclusion of newcomers. I have identified which structures, objects and practices are produced to promote openness, what type of boundary work is made visible (or invisible), and how organizational learning between individuals, communities, and organizations is articulated in projects. I also stress the major role of intermediary agents who coordinate the structuration of the project ecology and sustain the embodiment of learning processes into infrastructures. This framework contributes as much to understanding the mechanisms of empowerment as to renewing the study of innovation processes.
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Submitted on : Wednesday, March 25, 2020 - 3:55:41 PM
Last modification on : Thursday, October 13, 2022 - 3:52:15 AM


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  • HAL Id : hal-02518944, version 1




Evelyne Lhoste. Innover pour inclure : apprendre à faire ensemble. Publics vulnérables et numérique : entre fractures, inclusions et innovations, pp.470 / 9782858926275, 2022, Actes du colloque Fractures. ⟨hal-02518944⟩



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