| 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
defi ned 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. | |
