NobleHour Blog

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo.

In beginning this post about social entrepreneurship, I was very excited because it is such an exciting and inspiring focus.  However after tapping mindlessly on my keyboard and coming up short, I was faced the ultimate test of blogging in taking what social entrepreneurship means to me and translating it into what it means to the world.  As a writer I realized I was stuck on words to use, and as a learner I saw that my stuckness meant I had much to learn, so I began researching.  I proceeded to answer the question: What is social entrepreneurship?

It was not too long until I found Ashoka, the largest global network of social entrepreneurs, had answers to my question.  Ashoka, with years of experiences building social entrepreneurship, explains that, “Social entrepreneurs are individuals with innovative solutions to society’s most pressing social problems . . . a role model proving that citizens who channel their passion into action can do almost anything . . . the citizen sector has discovered what the business sector learned long ago: There is nothing as powerful as a new idea in the hands of a first-class entrepreneur.”  Ashoka helps social entrepreneurs change the world by providing start-up funds, advice, and access to a worldwide network of support systems and volunteers.  They encourage individuals to innovate society by applying entrepreneurial skills to real-world problems.  I knew the topic of social entrepreneurship was exciting and inspiring, but I felt that as an explanation was too abstract, and I went on to find real world examples of social entrepreneurship changing the world. 

Reading about some of the world's greatest social entrepreneurs on PBS' “Meet the New Heroes”, I was touched.  Take Moses Zulu, who started Children's Town, an orphanage created to help children in Zambia whose "basic needs are unaffordable luxuries."  Taking in children who've lost their parents to AIDS, Children's Town cares for and educates these children to better their future with skills they'll use to find better jobs.  Meet Kailash Satyarthi in South Asia, who started his social entrepreneurship by leading raids into factories to liberate workers, particularly children, from a life of servitude.  Then there’s Mimi Silbert who started Delany Street Foundation to help house and rehabilitate people stuck in a life of crime.  In conjunction with education and counselling to help clients find jobs and lead successful lives free of crime, the residents work in the organization’s many businesses to generate revenue for the program, linking their success to the success of the organization.  The list of social enterprises goes on, and I found it extremely difficult to find just one—one that was the most impactful, most interesting, or most striking—to write about. 

I wanted to know all of them.  To write about their causes and analyze their successes to help you see where your social enterprise might start, but I realized that I also have an English presentation to write today so there was not time to write a novel. The story of social entrepreneurship is innovative, inspiring, and incredibly heart wrenching.  Each opened my eyes to a world of suffering I hadn't known before, but also a world of hope. Social entrepreneurs take the downtrodden and use business concepts to empower the world.  Social entrepreneurship is rooted in the idea that filling tonight's hungry bellies and bandaging the day's wounds only leaves for more hungry bellies and broken bones tomorrow.  Aid and handouts are helpful in the present but also temporary and easily used up. Sustainable and innovative solutions tackle tomorrow's problems today. 

The education sector is realizing the mark social entrepreneurship is making.  A recent article “Social Entrepreneurship Is Bringing Purpose To Higher Education” explains how this process is unfolding.  With today’s academic inflations (see a great explanation of this process here)—and high tuition costs—, “students, parents and employers are all expressing doubt about the value of an undergraduate degree.”  To get the best value out of their education, students are increasingly drawn to social entrepreneur programs.  Programs that reconcile learning with passion and innovation: “ . . . teaching social entrepreneurship is a key part of solving this problem . . . Entrepreneurs are defined by their sense of drive and determination, their willingness to fail and then try again, and their vision for applying their learning in productive ways. Those also happen to be the characteristics of great learners.”  The article details some programs and fellowships that encourage university students to pursue their social enterprise goals.  These include Uncollege’s Gap Year program that encourages students to take a year off college in the name of social enterprise, ThinkImpact’s summer institutes, Brown University’s Swearer Center, and Middlebury’s Center for Social Enterprise.  In addition to knowledge, successful graduates will also need motivation and initiative to take what they have learned and use it to solve world problems.  The purpose of education is not just to make grades and past tests; it’s also for young people to develop the intellect and skills needed for lifelong success.  In the case of social entrepreneurship, success lies in synthesizing these skills with social responsibility, and embedding one’s success and passion in empowering others. 

Social entrepreneurs invest their talents in the world and the output is the happiness for both producer and consumer.  One of my favourite social entrepreneur teams is Dr. Govindappa Venkataswamy and David Green. They started eye hospitals in Madurai, India, Nepal and United States to treat cataracts.  Green uses a term I love, “compassionate capitalism,” to explain social entrepreneurship: “Green is convinced that western capitalism has failed to grasp opportunities in the developing world . . . He says "compassionate capitalism" extracts a small amount of profit from each item sold, but generates a very high sales volume. In the process, it is possible to make available critical goods and services — like eye care — to billions of people” (“Meet the New Heroes”). 

In writing this post about social entrepreneurship I discovered that my understanding and mere awareness of the process was not enough.  I’ve found people who recognize the potential in the afflicted and find a way to pull success out of them.  In discovering the stories of the world’s change makers and learning from their determination and success, I’ve come to appreciate people not only for their talents, but how they impose their kindness on the cruel world to make it better.

“Intelligence and capability are not enough. There must be the joy of doing something beautiful.” -Dr. Govindappa Venkataswamy
 

Images via Steve Jurvetson and Wil Kristin 

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo. Derezinski-Choo is a rising junior at Grimsley High School in Greensboro, NC. 

I’ve been here too many times.  The lights are dimmed and shades drawn to allow the flashing white light of the television screen to illuminate the rows of students sitting, legs crossed, on the blue storytime carpet.  Necks crane uncomfortably at the television resting upon a tall, black, movable cart for teachers to easily move the schools technology, but also resulting in sore necks for students sitting at the feet of the stand.  Playing on the screen of a TV, older than most of its young viewers, is a scene familiar both in reality and fictitiously. It goes something like this: Billy pushes Kevin on the playground, claiming his turn at hopscotch has come early.  The playground children notice, and a few children begin to stand and watch.  Kevin runs away crying, giving the children more reason to laugh.  The clip cuts and someone, maybe a teacher or counselor, begins talking about it: bullying. 

It happens in every school.  Not just the incident between Kevin and Billy, but the response: the video, the tall TV, the stretched neck, and the ensuing discussion.  Perhaps it takes place in some other form with the video substituted by a different medium - like a book or a role play, but the cast is still the same: the bully, the victim, the bystanders, and in the happily-ever-after version, an upstander who stops the bully.  Tormenting another person is wrong; kids can see that without the theatrics.  However, it still goes on and horror stories in the news of kids literally being bullied to death have parents and teachers saying that enough is enough.  And so the array of bullying prevention programs keeps expanding.  Students have heard it all in assemblies, presentations, and class lessons.  The repetitiveness makes the term “bully” a little cliché in the eyes of students.  It seems like a word grown-ups use to explain something children experience.  Schools try to find different ways to convey anti-bullying messages, but, with anxieties continuing to rise about the issue, it seems none have found a concrete solution.  The programs designed to curve bullying often stem from the same set of principles, but often these programs lack success because they fail to take into account an open discussion with students before making drastic changes to school environment and student interaction.

Bullying is a problem because it is a traumatic experience for children that can haunt them into adulthood.  Stopbullying.gov has identified some of the effects of bullying on victims: “Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood [. . .] Health complaints [. . .] Decreased academic achievement.”  Targets of teasing and rumors are negatively affected by the emotional stress put on them, affecting their studies and outlook on life.  The news that puts parents on edge about their children possibly being bullied is that of suicides of bullied students.  Although this is not to be trivialized, the correlation between the two can be sometimes exaggerated.  Stopbullying.gov says the following on the matter: “Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history [. . .] This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse.”  Students know these problems inside out, but the way schools try to handle these situations is sometimes not conducive to how students would prefer to see things change.

Recently, a school’s attempt to stop bullying online (cyberbullying) has sparked outrage among its students.  The students of Stockton High School in Stockton, California are protesting a school’s new policy calling for the creation of a Social Media Contract. The rule dictates that students who wish to participate in extracurricular activities such as sports teams and clubs must sign a contract promising to detach themselves from online bullying or face being kicked out of school clubs and sports.  The Lodi Unified School District claims that online bullying is a growing problem and that the new policy is to protect students.  Officials stand firmly behind the new rules.  Students, on the other hand, are not pleased.  Their objection to the contract is rooted in the idea that it restricts free speech.  The harshness and ambiguity of the wording are also major concerns of the students.  Sports, clubs, and outside activities are under the threat that “Big Brother” is watching.  Moreover, students who don’t involve themselves with extracurriculars are more likely to be bullies, and the protesting students feel discouraging their pupils from such activities is a step in the wrong direction.  Why does the rule only apply to some students and not all?  At the heart of it though, students feel they are essentially being bullied into agreeing to these terms by the school district.  Both feel that bullying is a problem, but are finding the solution cannot be forced.  Creating a safe, school environment free of harassment and prejudice takes the ideas and actions of both students and administrators.  

When children grow up, the bullies don’t go away.  The playground just gets bigger.  The situation replays with the same roles: the victim, the bully, and the rest of us watching silently.  Politicians alienate each other in campaign advertisements during elections.  The media bullies celebrities with rumors and criticism that drive some to substance abuse and depression.  Stereotypes, prejudice, domestic abuse, intolerance, genocide, etc.: these are all part of a greater reality in which people can be cruel to each other.  What is called bullying is just a small part of a greater pattern.  The world is not fair because people aren’t. How our culture approaches violence and injustice translates to how children will handle it on the playground.  Problems are easily identified but also easily exaggerated, and effective solutions are difficult. However, it starts with how individuals act and what each person tolerates as right or wrong.  Students are taught not to be passive bystanders, and people of all ages should lead by example.

Billy pushes Kevin on the playground.  The rest is up to you.  

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo.

Service is a key factor in a person’s individual health and well-being. Service can mean fulfillment in one’s life, which contributes to a more peaceful state of mind and overall happiness.  However, service is not just about the effects it has on an individual, but more importantly how the actions of several individuals can affect the greater community and the nation.  To analyze the health and well-being of the nation,“the Corporation for National and Community Service (CNCS) hosts the most comprehensive annual collection of information on Volunteering and Civic Life in America and partners with the National Conference on Citizenship to produce an annual report of our nation’s civic health.”  The key findings of this report show that increased volunteering and service are the result of the work of millions of volunteers dedicated to their communities.

For the purpose of the study the CNCS collects its data from the “Current Population Survey (CPS) Volunteer and Civic Supplements conducted by the U.S. Census Bureau for the Bureau of Labor Statistics (BLS).”  The data collected attests to the volunteer work of people aged 16 and up.  The CNCS formally identifies volunteers as “individuals who performed unpaid volunteer activities through or for an organization at any point during the 12-month period, from September 1 of the prior year through the survey week in September of the survey year.”  The report sheds positive news on the state of volunteerism, indicating that everyday people are helping overcome greater challenges by volunteering.  

In recent years, volunteers have stepped up to the challenge of meeting the needs of disadvantaged community members.  According to the report, volunteers engaged in several popular areas of service to meet their community’s needs. These include: fundraising (26.2%), feeding each other (23.6%), giving labor or transportation (20.3%), and educating students (18.2%).  All this work totals to about 7.9 billion hours of volunteerism.  The numbers are clear. Volunteerism contributes to a greater sense of community.  It creates neighborhoods and cities where people care for one another, help one another, and support one another; this shows in the 41.1% of people who trust most of the people in their neighborhood and the 15.6% who say they trust everyone in their neighborhood. When people help each other and rely on each other, the build trust between each other and feel safer in their surroundings.

The report also found an increase in volunteers in response to the devastating affects of Hurricane Sandy.  Volunteering is the greatest contribution and individual can give to a community because it asks of a person to give of themselves what they find missing in the world around them.  With two out of three people reporting they served by doing favors for neighbors, this builds a correlation between volunteerism and better communities.  In a world where technology can make it easy to isolate oneself from the outside, people have not lost what it means to be human by continuing to volunteer.  

In addition to a greater sense of community, mass volunteerism is also conducive to family life. With almost 90% of volunteers reporting they eat dinner with their family a few or more times a week, close families are fitting with a civically engaged population.  High rates of volunteering are found among parents, with parents being more likely to volunteer than non-parents in the same age group.  Parents are most often volunteering at organizations to help their children such as schools or youth services.  The top five states where parents volunteer include Utah, South Dakota, Iowa, Minnesota, and Wisconsin, and “working mothers are a key part of volunteering parents, as nearly four in 10 (38%) volunteered.”  The saying “it takes a village to raise a child” comes to mind when contemplating these stats.  Parents, in response to shortages in funding for schools and children’s programs, dedicate themselves and extending their parental commitments to the greater community.  Volunteerism is not only increasing, but it is also increasing for the betterment of children.  Additionally, parents who volunteer will likely influence their children to also volunteer as youth and later in their lives.  

By presenting these statistics, CNCS encourages everyday people to take part in their communities so that the rate of volunteerism will continue to rise along with the civic health of the nation.  They encourage you to take part by following the example of the millions of parent volunteers to help youth.  This can be done by donating time, resources, and encouragement to improving the self-esteem and education of young people.  The CNCS also suggests taking part in disaster relief efforts or helping veterans and senior citizens. A list of local volunteer opportunities can be found on NobleHour.

The proof that volunteerism and civic engagement are rising is encouraging.  If volunteering rates are improving, the communities are improving, and individuals are working together toward a greater cause.  For once, one should be encouraged to “follow the crowd” and engage in civic service. By doing so, each individual can contribute to a “culture of citizenship, service, and responsibility” that successfully tackles everyday issues within a community.  Sometimes as a volunteer, it’s easy to wonder if one person can truly make an impact.  Cumulatively, the impact is clear.  People steadfastly working together is making for communities where people trust each other, depend on each other, and befriend each other.  The results are back and the nation’s civic health is doing well.  The numbers are good, and they can only get better.  Keep searching on NobleHour for ways to cultivate and raise volunteerism.  

“Imagine all the people sharing all the world . . . And the world will live as one.” –John Lennon, “Imagine”