Social enterprise is a management practice that integrates principles of private enterprise with social sector goals and objectives. Social enterprise is a relatively new type of social work macro practice and includes a variety of sustainable economic activities designed to yield social impact for individuals, families, and communities. Despite the increased popularity of social enterprise scholarship, social work is visibly absent from it. Social enterprise is a field that promises to harness the energy and enthusiasm of commercial entrepreneurship combined with macro practice to address many long-standing social issues. Despite being a popular practice phenomenon, empirical research on social enterprise is still quite nascent, indeed: only a few empirical articles on the subject have thus far appeared in academic journals, and even fewer in social work journals. This article provides an overview of social enterprise, and the potential for synergy between social enterprise, the social work profession, and education.
Roger A. Lohmann and Nancy Lohmann
There has been a quiet revolution in financial management practice in social agencies in recent decades, symbolized by the transition from fund to enterprise accounting and increasing recognition of the “third sector” of the social economy. The traditional voluntary agency model of donations has been joined by grants, performance contracts, “managed care,” and an array of other options, and traditional voluntary agency-based and public agency practice now exist alongside corporate for-profit service delivery and various forms of private practice. Social enterprise and entrepreneurship are a common theme in all this diversity, as social agencies must aggressively seek out financial support. In this environment, two models of budgeting, termed “common-pool” and social enterprise budgeting, have emerged.
Apollos Okwuchi Nwauwa
With the arrival of Europeans in West Africa in the 15th century, which preceded formal conquest and pacification, missionaries took the lead in introducing Western education as an indispensable tool for effective evangelism. Subsequently, the various European colonial governments appropriated education as a means of consolidating colonial rule in West Africa. By the middle of the 19th century, Western education began to produce a new, educated elite, at the core of which were “liberated slaves” in Sierra Leone. Western education produced its own contradictions. On the one hand, it produced educated hybrids who were alienated from their own peoples and cultures and who collaborated with Europeans to entrench colonialism in West Africa. On the other hand, the new elite, educated both in Africa and overseas, subsequently morphed into the new nationalists who became valuable agents for the liquidation of European imperialism in Africa. The emergent institutions of higher learning and the three new universities in West African founded in the aftermath of World War II became hotbeds of intellectual discourse just as the debate over the need for adaptation and Africanization resurfaced. Following the end of colonial rule, the “new elite,” now expanding in number, continued to provide contentious, neocolonial leadership and direction for development in postcolonial West Africa. Thus, despite its undesirable effect on European colonialism, Western education played into the hands of the educated elite who appropriated and deployed its latent, potent force in order to dislodge Europeans from Africa.
Prison gangs are often formally referred to as “security threat groups” or “disruptive groups.” Compared to street gangs, they are understudied criminal organizations. As is the case with many organized criminal groups, official definitions of prison gangs tend to be broad, typically defining one as any group of three or more people who engage in disruptive behavior in a carceral setting. Many prison gangs, however, have other, distinct characteristics, such as having formed or matured in adult prisons, being composed primarily of adults, having a clear organizational structure that allows the gang to persist, and having a presence both in and out of prison. Research on prison gangs has been sporadic and focuses primarily, though not exclusively, on the United States. The first studies of inmate life occurred in the 1940s and 1950s, and in prisons that did not have modern incarnations of prison gangs. Until the 1980s, only a few academics described the existence of prison gangs or, their precursor, cliques. The 1980s and early 1990s saw the first studies of prison gangs, notably Camp and Camp’s historical study of prison gangs within the United States from the 1950s to the 1980s and Fong and Buentello’s work that documented the foundation and evolution of prison gangs in the Texas prison system in the 1980s. These studies marked some of the first, and last, significant, systematic studies of prison gangs until the new century. The 21st century brought renewed attention to security threat groups, as scholars from a variety of disciplines, including sociology, criminology, and economics, engaged in the study of prison society and how inmate groups influence it. Some of these scholars introduced new methodologies to the study of prison gangs, thereby significantly increasing the available knowledge on these groups. Research on prison gangs has expanded to consider four broad categories: defining prison gangs and describing their formation and evolution; evaluating prison gangs’ organizational structure and governance in carceral and free settings; assessing the role of prison gangs on reoffending; and gauging how to control prison gangs both in and out of prison.