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Inclure par l’innovation : le rôle structurant des projets

Abstract : To understand how inclusion is performed, I draw on a sociological and ethnographic survey conducted since November 2012 in French Fablabs. I compared two 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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Contributor : Evelyne Lhoste <>
Submitted on : Tuesday, October 6, 2020 - 11:10:54 AM
Last modification on : Saturday, March 13, 2021 - 3:34:08 AM
Long-term archiving on: : Thursday, January 7, 2021 - 6:18:54 PM


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  • HAL Id : hal-02958755, version 1




Evelyne Lhoste. Inclure par l’innovation : le rôle structurant des projets. 2020. ⟨hal-02958755⟩



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