It has been cautioned that the term ‘innovation’ has been overused and has taken on such a breadth of meaning, that in some instances its use in educational contexts merely suggests a generalization of  any non-standard or non-traditional approaches to classroom teaching praxis (Kopcha, Rieber & Walker, 2016).  This generalized definition is built upon as the traditional power paradigm in the classroom is challenged, and shifts from didactic, teacher-centred practice, to student-centred peer learning that is both problem and case-based (Layne , Nabeebaccus, Fok, Lams, Thomas & Kinirons, 2010).  Incorporating technology into classroom practice further challenges traditional paradigms, solidifying the change to student-centred learning by adding to learner engagement (Kopcha et al., 2016), and suggesting a proportionate increase in improvement in learning outcomes (Tanaka, 2009).

Emergent themes regarding the term ‘innovation’ in a post-secondary and organizational learning context can be summarized as innovation as a means of improving learning outcomes (Tanaka, 2009); innovation as a means of challenging traditional pedagogies and power paradigms (Layne et al., 2010);  innovation as the use of technology to enhance learner engagement (Kopcha et al., 2016); with he most intriguing being Indigenous innovation, which is organizational learning oriented and defined in terms of sustainable economic development and reconciliation (Walters & Takamura, 2015).

Does ‘Indigenous innovation’ have a valid place within my own research context?

References

Kopcha, T.J., Rieber, L.P., and Walker, B.D. (2016). Understanding university faculty perceptions about innovation in teaching and technology. British Journal of Educational Technology, 47(5), 945-957.

Layne, K., Nabeebaccus, A., Fok, H., Lams, B., Thomas, S., and Kinirons, M. (2010). Modernising morning report: Innovation in teaching and learning. The Clinical Teacher, 7(2), 72-82.

Tanaka, K. (2009). On innovation in teaching rural sociology. Southern Rural Sociology, 24(3), 12-16.

Walters, F. and Takamura, J. (2015). The decolonized quadruple bottom line: A framework for developing Indigenous innovation. Wicazo Sa Review, 30(2), 77-99.