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Teachers and Socio-educational Entrepreneurship: Competence as a Consequence

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dc.contributor.author Chand, Vijaya Sherry
dc.contributor.author Amin Choudhury, Geeta
dc.date.accessioned 2015-06-18T06:49:10Z
dc.date.available 2015-06-18T06:49:10Z
dc.date.issued 2006-09
dc.identifier.issn 09713557
dc.identifier.uri http://hdl.handle.net/123456789/1117
dc.description.abstract This article extends the ideas underpinning the concept of ‘social entrepreneurs’ to teachers who have created social value in the contexts of socio-economic and educational deprivation. Such teachers develop innovative practices that are tailored to their situations, in order to address issues like poor demand for education in the community; social barriers to enrolment, particularly of girls, social problems that spill into the educational domain; lack of resources for education and poor schooling environments. While the teachers do tend to form a new identity which is defined by a mix of educational and social leadership qualities, their social entrepreneurial and innovative behaviour tends to be circumscribed in its impact. A policy entrepreneurship focus that encourages diffusion processes, which are different from those of the innovation generation, allows the pooling and sharing of locally effective social entrepreneurship practices, and contributes to wider social impact. en_US
dc.description.sponsorship Centre for Research in Entrepreneurship Education and Development en_US
dc.language.iso en en_US
dc.publisher Sage Publications en_US
dc.subject Teacher Education en_US
dc.subject.other Social Entrepreneurship
dc.subject.other Innovation
dc.subject.other Educational Innovation
dc.subject.other Socio-educational Entrepreneurs
dc.title Teachers and Socio-educational Entrepreneurship: Competence as a Consequence en_US
dc.type Article en_US


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