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Co-Production and Educational Change: Moving From Formulaic to Flexible Scaling Strategies

Co-Production and Educational Change: Moving From Formulaic to Flexible Scaling Strategies

Hanne Jensen, Aaron Lee Morris
Copyright: © 2021 |Pages: 20
ISBN13: 9781799849759|ISBN10: 1799849759|ISBN13 Softcover: 9781799858850|EISBN13: 9781799849766
DOI: 10.4018/978-1-7998-4975-9.ch015
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MLA

Jensen, Hanne, and Aaron Lee Morris. "Co-Production and Educational Change: Moving From Formulaic to Flexible Scaling Strategies." Processual Perspectives on the Co-Production Turn in Public Sector Organizations, edited by Anja Overgaard Thomassen and Julie Borup Jensen, IGI Global, 2021, pp. 270-289. https://doi.org/10.4018/978-1-7998-4975-9.ch015

APA

Jensen, H. & Morris, A. L. (2021). Co-Production and Educational Change: Moving From Formulaic to Flexible Scaling Strategies. In A. Thomassen & J. Jensen (Eds.), Processual Perspectives on the Co-Production Turn in Public Sector Organizations (pp. 270-289). IGI Global. https://doi.org/10.4018/978-1-7998-4975-9.ch015

Chicago

Jensen, Hanne, and Aaron Lee Morris. "Co-Production and Educational Change: Moving From Formulaic to Flexible Scaling Strategies." In Processual Perspectives on the Co-Production Turn in Public Sector Organizations, edited by Anja Overgaard Thomassen and Julie Borup Jensen, 270-289. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4975-9.ch015

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Abstract

For programs promoting responsive practices in education, and in particular learning through play, equating ‘scalable' with ‘formulaic, easily replicable trainings' carries the risk of achieving superficial shifts in participants' attitudes and practices, rather than sustained change. Part of the reason is the fundamental mismatch between the practices in focus (i.e., responsive practices) and the training approach itself (i.e., prescriptive). As an alternative, this chapter explores the merits of co-production for meaningfully and sustainably equipping educators at scale. From a microlevel view of co-productive processes in education settings, the authors illustrate two distinct potentials, which combine to form a flexible program strategy: first, co-production as a sense-making process to contextualize programs, and secondly, co-production as a catalyst for capacity building. The chapter concludes with future research needed to better understand flexible program strategies based on co-production, and the change journeys of educator learners participating in such programs.

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