Innovation through participation

Research practice partnerships as key to inclusive school development

Abstract

The transformation towards an inclusive school system requires not only the development of innovative concepts but also their systematic implementation into educational practice. In this context, the linear diffusion of innovations into existing school structures has proven to be an unsustainable transfer strategy. Against this backdrop, Design-Based Research emerges as a promising methodological approach to sustainably anchor innovative practices in educational settings. The long-term, collaborative cooperation with practitioners and the cyclical-iterative structure of the research process enable context-sensitive development, testing, and adaptation of innovations. This theoretical-conceptual contribution is dedicated to a critical reflection on the DBR approach within the tension field of innovation, participation, and inclusion. It examines the interdependent relationships among these concepts and discusses their significance for the methodological design of transformative processes in educational contexts.