Ever since people have been organising to achieve mutual goals, co-operation has existed. With its roots in combatting inequality and exploitation brought on by the industrial revolution throughout Europe in the the 1700 and 1800s, the co-operative has come into its own as a recognized legal corporate form, growing to directly employ 250 million people in 2.6 million co-ops worldwide. The International Co-operative Alliance (ICA) defines a co-op is defined as “an autonomous association of persons united voluntarily to meet their common economic, social, and cultural needs and aspirations through a jointly-owned and democratically-controlled enterprise”. The emphasis on autonomy and democracy – as well as a focus on members’ needs and not necessarily profits – is what draws many young […]
January 5, 2018
December 11, 2017
At the third annual Building Reconciliation Forum, hosted by the University of Manitoba, Indigenous people and settlers discussed progress, possibilities and challenges for reconciliation in post-secondary education. First, I would like to thank the people who welcomed me, a settler, as a visitor to Treaty One territory. By extension, my understanding of Indigenous issues in Canada is inherently limited as a settler. As a racialized ally and recent student, however, I believe I can provide valuable insight to fellow settlers working in the post-secondary sector. Here are my three significant takeaways from the Forum (these are my views and not intended to reflect those of the McConnell Foundation!): 1. ‘Indigenizing’ colonial institutions requires decolonization. “Decolonization and indigenization go hand in hand. […]
November 6, 2017
In my eighteen years as a university president, I have come to realize that, while policy usually drives institutional change, it is often the little things we do on our campuses that make the biggest difference in our immediate and extended communities. Following the first Charlottesville debacle in the U.S., community leaders, including no small number of university presidents, took to their keyboards to compose forceful statements on their commitment to diversity, taking public stands against the disturbing incidents that questioned the very nature of our social contract. Before composing my message to the King’s University College community, I stepped out of my office, took a right, and walked down the short hallway to the Vitali Lounge to breathe […]
Let’s take a moment to celebrate our collective wins, shall we? Back in October, two things happened that represent small but meaningful victories in the Canadian higher education landscape, especially as they relate to building a culture of social innovation and changemaking. #1: Canada has the highest per capita leadership representation at the 2018 Ashoka U Exchange. The Exchange is one of the largest international gatherings to learn and share leading practices for embedding social innovation in higher education. Last week, the Ashoka U Exchange Team shared some exciting statistics. Firstly, in its 8th year, applications from last year grew from 180 to 300. In just one year, we nearly doubled the number of changemakers wishing to contribute to […]
October 31, 2017
NOTE: This article was originally published on the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education website and has been cross-posted with permission.
C2UExpo, Vancouver, May 1-5, 2017
The C2UExpo (Community Campus University Exposition) is ending today, May 5th, 2017. It is the 7th of these Canadian organised spaces where knowledge workers in communities, colleges and universities come together to share their excitement, challenges hopes and dreams. This unique space of knowledge democracy time after time allows the partners of co-creation to come together as equals in the epistemological power game with the common vision of using their diverse knowledges and skills towards making a difference in their communities. Community Based Research Canada (CBRC) is the national network that supports the movement between meetings, which facilitates the process of site selection and assures some elements of a common vision. Having now had the experience of six previous CUExpos (the original naming of this gathering was the work of Dr. Jim Randall, former Dean of Social Science at the University of Saskatchewan where the first CUExpo was held in 2003), I wonder if a Canadian approach to knowledge democracy is beginning to emerge? Perhaps I am only naming the vision I want?
Three years ago, social innovator Caleb Grove was inspired to start his first entrepreneurship project before he left for Bambalang, a small rural community in the North-West region of Cameroon.
Caleb recently completed a
Bachelor of Mechanical Engineering (BSc Mechanical) at the University of New Brunswick (UNB). Although Caleb’s major academic background does not involve business, he learned about entrepreneurship from a diploma program he took during the course of his degree called Technology Management & Entrepreneurship (TME). One group project he worked on in TME gave Caleb the means to seriously consider the feasibility of his idea of creating wind turbines in Africa. After receiving encouragement from Dr. Dhirendra Shukla (chair of the J. Herbert Smith Centre for Technology Management and Entrepreneurship) to seriously pursue the idea, Caleb and his team won the Social Innovation Award at the 2013 TME Pitch Competition. This course is what helped crystallize the idea of Caleb’s social venture, Mbissa Energy Systems.
NOTE: This article was originally published on Higher Education Strategy Associates and has been cross-posted with permission. It is the fourth post in our series on Indigenous Innovation and Education.
Last week, the University of Toronto’s Truth and Reconciliation Steering Committee released its final report, which sets out the institution’s response to the TRC’s Calls to Action. This seems like a good time to update my previous coverage on this.
First, I should say that on the whole I have been impressed by the response of the country’s universities and colleges to the TRC. I think there has been a commendable level of commitment shown by institutional leaders in trying to respond, as bet they can, to Justice (now Senator) Sinclair’s report. For the most part, institutions are getting better at creating and maintaining indigenous spaces, but that’s a fairly low-impact commitment. Many are saying the right things about trying to hire more indigenous staff, both academic and non-academic, though it will take years to see whether or not this actually comes to anything.
NOTE: This article was originally published on Carleton Stories and has been cross-posted with permission of the author.
Babur Jahid, a third-year Biology and Health Sciences student at Carleton, has a clear vision for the road ahead.
After graduating, he plans to follow his passion for medicine to Harvard and complete the MD/MBA program. Then he’ll return to his native Afghanistan and work with the government to make health care more accessible.
Ultimately, he wants to become the country’s Minister of Public Health.
These goals may sound audaciously ambitious, but when you consider the 21-year-old’s accomplishments to date — including embracing social entrepreneurship to create a social enterprise that will provide affordable eyeglasses to Afghans — they seem not only within reach but also a pretty good bet.
“I want to use the opportunities I’ve had to make the world a better place,” says Jahid, who arrived in Canada as a refuge via the United States in 2013. “It’s my obligation.”
Third-year Biology and Health Sciences student Babur Jahid. Photo by Chris Roussakis.
How do we deal with “wicked” problems? Problems that defy easy, straightforward answers; problems riddled with incomplete, unknown or shifting information; problems that frequently bedevil decision-makers in the policy, non-profit and public administration spaces? Well, we squirrelled away to the Musqueam Cultural Centre on Coast Salish territory at the fingernail-tip of Vancouver to find out, courtesy of the
Waterloo Institute for Social Innovation and Resilience (WISIR), and its groundbreaking LabWISE program.
The LabWISE Process
The Shift Lab Stewardship team with Frances Westley, Cheryl Rose, and LabWISE mentors.
LabWISE was a three-day workshop geared at helping organizations create and launch social innovation labs to tackle their respective wicked problems. These groups represented a spectrum of social innovation: from environmental awareness and Indigenous education to healthcare advocacy and poverty reduction and many other issues. Many of these teams were just starting out on their systems thinking journeys, so no two organizations came at this from the same perspective.
NOTE: This article was originally published on the SiG website and has been cross-posted with the permission of the author.
“The truth about stories is that that’s all we are…”
― Thomas King,
The Truth About Stories (2003)
In 2015, the
Trico Charitable Foundation published four extensive case studies on the 2013 Social EnterPrize winners. Each case study was developed in partnership with the winning social enterprise and a post-secondary institution, converging the rigor of frontline experiential learning with the rigor of a critical academic lens.
The result? “A series of
social entrepreneurship case studies that, in terms of the breadth of the organizations studied and the depth of the analysis, is the first of its kind in Canada” (Trico Charitable Foundation, April 2015). Together, each social enterprise and academic team revealed and codified key insights, challenges and lessons from these four thriving social enterprises.