In South Africa, the economic, social, and political institutions designed to provide for the basic needs and fundamental rights of all citizens in society are failing to address the escalating socioeconomic problems for large segments of the population. Studies suggest that the provision of entrepreneurship education strengthens the entrepreneurial capacity of students to launch new ventures, which has economic implications in society (Mars, Slaughter, & Rhoades, 2008). Although much progress has been made, the authors argue that social entrepreneurship (SE) is not adequately taught in South African schools, and that this could be partially addressed by introducing SE education into the curriculum for preservice educators. In this regard, teaching and learning activities should be directed towards enhancing preservice teachers’ sense of SE theory, and practical knowledge to inculcate an awareness of how SE can help deal with social injustices. Using a distinct case study that explicates teaching and learning through the use of film and online discussion groups, the authors show how spaces can be created to facilitate deliberative pedagogical engagement. The authors conclude that SE education offers valuable opportunities for dialogical (deliberative) pedagogical engagement, and should be considered as a constitutive element of higher education.

中文翻译：

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通过电影培养学生的社会创业能力：对社会创业教育的启示

在南非，旨在满足社会所有公民的基本需求和基本权利的经济，社会和政治机构未能解决大部分人口不断升级的社会经济问题。研究表明，提供创业教育可增强学生的创业能力，以创办新企业，对社会产生经济影响（Mars，Slaughter和Rhoades，2008年）。尽管已经取得了很大的进步，但作者认为南非学校没有充分教授社会企业家精神（SE），可以通过将SE教育引入职前教育者的课程中来部分解决。在这方面，教学活动应着眼于增强职前教师的SE理论和实践知识，以灌输对SE如何帮助解决社会不公现象的认识。通过使用一个独特的案例研究，该案例通过使用电影和在线讨论小组来说明教学和学习，作者展示了如何创建空间来促进协商教学的参与。作者的结论是，SE教育为对话（协商）教学法的参与提供了宝贵的机会，应被视为高等教育的构成要素。作者展示了如何创建空间以促进协商教学的参与。作者的结论是，SE教育为对话（协商）教学法的参与提供了宝贵的机会，应被视为高等教育的构成要素。作者展示了如何创建空间以促进协商教学的参与。作者得出的结论是，SE教育为对话（协商）教学法的参与提供了宝贵的机会，应被视为高等教育的构成要素。