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The article points out characteristics of social entrepreneurship that are shared with the concerns of peace and social justice, but cautions against a rush to blur the distinctions between social entrepreneurship and education. Based on fieldwork conducted in four Malawian schools in 2004, this article places the historical context of peace and social justice activism in Malawi in the struggle for independence, and in the theoretical concept of uMunthu. Using autobiography as a research methodology, the article discusses the approaches and implications for promoting teacher independence and activism to make teaching relevant to social change and innovation in Malawi.  \nIntroduction  \nSince 1994, Malawi has embraced a multiparty system of government, as well as liberalization of the economy, education, and social sector services. With support from international agencies and non-governmental organizations, the country has pursued a decentralization policy alongside a privatization agenda. The proliferation of nongovernmental organizations working in education has taken the idea of entrepreneurship to a new level. Educational policy and practice have been caught up, perhaps unwittingly, in the process.  \nGiven the prevalence of the idea of entrepreneurship and its penetration into education, and given the relative absence of the idea in educational scholarship, the time seems ripe for a discussion of the broad issues raised by developments in the field of social entrepreneurship. The lack of discussion on social entrepreneurship in educational scholarship easily creates the impression that the idea has nothing in common with education. Yet given global, historical and political developments in Malawi and around the world, particularly since the end of the Cold War, this is far from accurate.  \nThis article argues that an understanding of social entrepreneurship and how it manifests itself in education needs to embody a concept of social justice. The article points out that rather than blur the social and the entrepreneurial, the corporate and business ethos found in entrepreneurship are not suited to the social concerns that teachers and other educators deal with in their everyday lives.  \nThe first concern in this article is to caution against any rush to see an easy, unproblematic fit between social entrepreneurship and education. Some of the characteristics that define social entrepreneurship are indeed shared with the concerns of teachers who teach for peace and social justice. However, rather than see teachers as  \n© 2005 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 8(1) 7  \nSteve Sharra  \nsocial entrepreneurs, as some scholars do (Bornstein, 2004), the article suggests that amore suitable fit may be to reconceptualize social entrepreneurship as peace and social justice activism. The article places peace and social justice in the historical context of the activism that informed the struggle for independence in Malawi, and in current efforts to make education relevant to social problems. Following this context is a discussion of the methodology and theoretical framework of the study. I then define social justice activism, and social entrepreneurship, before providing examples of incidents that reveal how injustice creates perceptions that make it difficult for teachers to be social justice activists in Malawi. The article suggests what ideas are needed to promote teacher independence, resilien","cbCaipkc3OMe278O","https://ap.wps.com/l/cbCaipkc3OMe278O","pdf",246700,11,"English","# Introduction\n## From entrepreneurship to activism\n## Social entrepreneurship and education in Malawi\n# Methodology and theoretical framework\n## Autobiography as research methodology\n## Defining social justice activism and social entrepreneurship\n# Implications\n## Policy, curriculum, and teacher education","[{\"question\":\"How does the article position social entrepreneurship in relation to social justice activism?\",\"answer\":\"It argues that social entrepreneurship overlaps with peace and social justice concerns, but should not be treated as a simple fit with education. Instead, it suggests reframing it as peace and social justice activism for a more suitable alignment with teaching.\"},{\"question\":\"What evidence does the article use to support its claims?\",\"answer\":\"The article is based on fieldwork conducted in four Malawian schools in 2004. It also uses autobiography as a research methodology to examine approaches and implications for teacher independence and activism.\"},{\"question\":\"What historical and theoretical context does the article emphasize?\",\"answer\":\"It places peace and social justice activism in Malawi’s struggle for independence and connects this with the theoretical concept of uMunthu. This framing supports the article’s discussion of how teaching can relate to social change and innovation.\"}]","From Entrepreneurship to Activism - Teacher Autobiography, Peace and Social Justice in Education | PDF",1792090957,28]