How to develop a social enterprise through cocreation

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Bring ideas to life VIA University College

How to develop a social enterprise through cocreation

- A perspective on using creative tools to ensure the participatory voice of

young people with learning disabilities.

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Intro

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– Cocreation and innovation are frequently used in Denmark as an answer to many of the challenges in the public and social sector. One of the

dilemmas concerns the many forms of

participation. This workshop focuses on how to ensure and emphasize participation through the use of innovative and creative methods and how developing a social enterprise can conduct as a frame for this. The workshop will focus on a high level of involvement between the participants using different types of creative didactics.

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The research project

How can we develop the social enterprise of Havredal garden and construction and make it even more

valuable to all the participants?

And how can we enforce and produce arenas where all participants can be democratically and equally heard?

10/7/22 Titel på præsentationen

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Social entrepreneurship

– Social entrepreneurship is the creation of social value through innovations where civil society takes an important part as producers or co-

producers and often the innovative actions will have an economical significance.

(Hulgaard&Andersen)

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The criteria's formed by a social economical department connected to the political

system.

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In order to be able to register as a social enterprise….

– 1) The enterprise needs to have a social purpose – 2) It has to be able to fit the officiel standards for

enterprising

– 3) It has to exist without financial support from the public system,

– 4) It has to be including and responsible in it`s actions

– 5) It needs to handle the profit from the business with a social purpose.

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Cocreation-coproduction

– Cocreation- a process of joint venture on new ideas to improve, enhance and create more value in community systems and in public matters

– Coproduction- a process of joint venture that includes the above but also takes the process to the next level seen as the cititzens and participants in general are part of the entire proces. From planning to implementing.

(Pestoff, 2015)

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Coproduction as social

innovation

“To qualify as a social innovation we should expect changes that create new social relationships and greater collaboration between the professional providers and the clients of public services”.

Victor Pestoff

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Potential

“Co-production has the potential to be a significant social and governance innovation, since it implies new forms of citizen engagement and the

development of new participative democratic institutions”.

Victor Pestoff

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Transformation of

relationships

“The emerging focus on greater citizen participation is more than mere consultations with clients, so it can transform the relationship between service users and providers, ensuring more user control and ownership.

“

Victor Pestoff (p.4)

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Ownership as the driving

force in makin g chances

In other studies made by Victor Pestoff he discovered that the people acting most responsible and

participating the most was the parents who send their children to private schools and private kindergartens.

So ownership is an important motivational factor.

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Cocreation in practice

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The setting

At the school the pupils are educated by doing and reflecting on practice.

Everyday they work in the farm, garden etc and in the proces they learn the skills of math and reading and writing.

The professionals on the schools are both social workers, handcraft teachers and employed with special skills.

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What do you see?

– Write down as many words or sentences that comes to mind until the time is up-No talking

– Compare the words in your group

– Together we sum up the amount of words that are identical.

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Finding

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– Although we are looking at the same picture…

– The different perspectives also became very clear in this project…

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The social entreprise

Havredal garden and

constructio n

Employers with special

needs

Teachers

Pupils communitThe

y The political system

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Action based research

– A significant concept regards the opportunities of the subject. In which arenas or is it possible to

participate?

– An important part of the positive and valued participation, is the empowering dialogue.

– The dialogue ensures the perspectives, the

knowledge and the values of the subject(in this case the pupils). It also expands the arenas of

participation and it makes the pupils cocreators of changes.

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…But what does

participation look like…?

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- The concept of participation is very hard to grasp and conceptualize…

- Because what does it look like when it comes to the pupils in the project?

We will now do a small exercise…

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Participation

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– Make a drawing of a pupil participating.

– Make a list of 6 words that characterizes the actions, the settings or central values of

participating actions.

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The meeting in the middle

– Each of you present your thoughts on the subject, place your own ideas at your template

– Discuss and select the points that you agree on or that makes the most sense for the team

– Put them in the middle of the paper.

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Sum up…

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– What does the pupil look like?

– Have any of you made a person, recognizable to others?

– What are the core values?

– What happens when we are forced to

conceptualize but not without using words to begin with?

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Is it possible to create an arena that ensures different kinds of knowledge?

So how do you create an arena that ensures the

partipation of local politicians, employers, members from the municipality and pupils with learning

disabilities? Where the participation strives for

equality and where one form of knowledge doesn’t overrule other forms?

One of the answers was to make a displacement of when and how the participants where present

physically.

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Actions in the project

– Through these actions we tried to develop the social enterprise:

– We made two workshops(a searchworkshop and a research workshop),

– interviews and films with the pupils and the employers of the enterprise,

– Through a guided tour held solely by the pupils where they present their place of work

– Through dialogues with the pupils based on pictures taken by them focusing on the everyday worklife and its

significance.

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A glimps inside an arena…

”Torben picks out pictures he has taken of the landscape, a set of completed tiles and a can of Nescafe.

I like to look at the landscape when a new day begins.

I like when I have completed an assignment and it looks nice. I think it is awesome to take a little break sometimes where there is time to talk, play around a bit and to check my phone.”

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Some other pictures…

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Findings

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– Possible to create arenas where participatory actions are made possible-but we constantly need to remind and reinforce the ones who participate with a different voice.

– When we work with the empowering of these kinds of pupils it challenges the professionals to a large extend because of the different power balance.

– Empowerment and participatory actions has an

educational and developing core value and is essential if we want to ensure the potential of pupil with learning

disabilities.