Social Enterprise: A-LEAF

Society is structured to grow the gross domestic product (GDP). However, allocating available resources to grow GPD results in the most vulnerable citizens becoming an afterthought. The social enterprise/ framework Iain and I designed after completing our MSc in social innovation empowers citizens and communities by focusing on the diversity, inclusion, and belonging model.      

It is of utmost urgency that we address the critical issue of empowering disadvantaged citizens in Scotland. The evidence is stark: Disabled individuals confront substantial inequalities and are at a higher risk of living in poverty. This is a policy concern and a societal crisis that demands immediate action. I am deeply concerned that the Scottish Government may lack the capacity and resources to enact the required changes. The time for action is now.

While I acknowledge that the A-LEAF framework may not be a panacea for all the Scottish government’s challenges, I am confident it could be a significant step towards a more inclusive and equitable society for disabled people. This is not just a proposal. It’s a beacon of hope, a potential catalyst for positive change. Given the opportunity, this framework could not only enhance the well-being of countless disabled citizens in Scotland, but it could also transform their lives, offering them a brighter future. Let’s unite to envision this potential, understanding the profound impact it could have on the lives of our fellow citizens.

The A-LEAF framework I propose is more than just an abstract idea. It is a practical solution rooted in my personal experiences and the expertise of my graduate colleague, Iain. With over thirty years of collective experience, A-LEAF is based on the belief that citizens’ well-being is enhanced when they have a personal and professional identity, when social policy supports their right to live in the community, and when social norms allow them to do so. This is not just a theoretical concept but a tangible framework that can be implemented to bring about real change, instilling confidence in its practicality and effectiveness.

The A-LEAF framework is essentially the Iron Triangle on Sustainable Steroids. It aligns seamlessly with the Scottish Government’s well-being/ circular economy policy and advocates for a new fourth social enterprise sector. This framework is designed to bolster green growth and foster co-production in the three existing sectors – third, private, and public. Its implementation could significantly enhance the Scottish Government’s initiatives and policies, leading to a more inclusive and equitable society.  

Network theory is the idea that organisations within society collaborate to make society function. Each node does its job or the job it has a competitive advantage in—it can complete the job better and generate more profit than any other node/organisation. The A-LEAF framework enhances the network for the common good by placing it in a strategic action field. Every action field network node works towards the well-being/circular economy.        

In academic social enterprise theory, there are three typologies of social entrepreneurship. Schumpeter inspires social engineering thinkers to believe that a newer, more effective social system is designed to replace existing systems when systems are ill-suited to address significant social needs. As a social innovation graduate, a citizen of Scotland and someone disabled by the medical model, I have sympathy for this thought pattern. However, such political philosophy/ social enterprise typology needs to be revised. Such philosophy has no place in contemporary society.

The typology operating in society presently is social bricoleur. Social bricoleurs perceive and act upon opportunities to address local social needs. They are motivated by lived experiences and know how to address social problems. However, while Social bricoleurs have the lived experiences and knowledge to address social issues, the barriers consist of capacity and resources. Social bricoleurs are typically charities requiring financial capital and rely on top-down government support. Providing resources and capacity exists in the state. I have zero quarrels about this social policy/typology. Fundamentally, the resources and capacity do not exist. Levels of poverty and SCOPE’s call to action show evidence enough. Additionally, I would suggest two things. One. The current political framework of the Scottish political system is based on the Social bricoleur typology. Therefore, funding is allocated to charities/social enterprises that can mitigate social problems over the short term—providing the Scottish government with outcomes that support the national performance framework. Two. Social bricoleur thinking resulted in A-LEAF not receiving funding from the Scottish government’s social enterprise funding body.  The Scottish Government’s refusal to fund A-LEAF lowers my subjective well-being as funding refusal has resulted in my continuing quest for a professional identity.

For readers unaware, the Scottish national performance framework is effectively the United Nations sustainable development goals (UN SDGs) as applied to Scotland.  The nugatory differentials between the UN SDGs and the Scottish national performance framework are significant enough to propel A-LEAF into the typology of social constructionists – social constructionists build and operate alternative structures to provide goods and services addressing social needs that governments, agencies, and businesses cannot.  

Iain and I had not advocated for a dramatic system change with the A-LEAF framework. Our request was merely to empower citizens and support the Scottish government’s social policy. The chapter has attempted to inform the readers of my subjective understanding of the operation of the Scottish political system, how the political system results in disabled people facing vast inequalities, and how Social bricoleur thinking provides possible barriers to necessary required system changes. The remainder of the chapter will spotlight the A-LEAF framework.      

The fundamental theory of the A-LEAF framework is that a community’s collective well-being is empowered when citizens have a personal and professional identity that provides subjective well-being and simultaneously provides the person/self with good mental health. However, there is a direct correlation between personal and professional identity, social policy, and social norms. The workplace, the community, and government policy act as a tripod that supports citizens’ subjective well-being and provides good mental health. Absences of employment, paid or unpaid, reduces subjective well-being. Prohibition of the right to live in the community lowers subjective well-being. The perception that the government is not listening reduces citizens’ hope. As a society, we must ensure that citizens in our communities are provided opportunities to live well.

In the third sector, there is a focus on ‘self-management’. Self-management is an elongation that prolongs the required change. It is a mitigation method used to mitigate the effects of an ill-run society. I recognise that communities within communities can also empower citizens and foster the idea of citizenship. The problem, however, is that “a rising tide lifts all the boats” only when the focus is on the little boats.

Part one of the A-LEAF framework shows that citizens’ well-being correlates with each side of the tripod. The second part discusses what unites every citizen: waste. Rich, poor, disabled, and non-disabled, every citizen, every household, every institution, and every state produces waste.  How do you turn waste into a monetisation opportunity which empowers citizens? Run the four Rs of the circular economy in reverse. Instead of reducing, reuse, recycle, and remove. Society should focus on recycling, reusing, reducing, and removing. Waste has a value that can be monetised. Plastic, glass, metals, and fabrics can all be recycled. The fantastic part of recycling is that a community recycling project has the potential to unite and empower every citizen. Within every action field/network within a society, an organisation will have a competitive advantage in recycling. Providing people and the planet are prioritised over profits. The organisation offers the strategic action field/community with a common good.

Part one: step two envisioned the possible collaboration opportunities that could empower citizens with subjective well-being. To prevent repetition, I will forgo the literary details. The graphic is provided in the chapter notes.

The final framework Iain and I designed before dropping the idea of A-LEAF as a social enterprise in 2023 was the House of Well-being. The House of Well-being is based on the Health and Social Care Alliance Scotland’s House of Care. The graphic I used, however, looks more like the US House of Representatives. That was either due to studying American-Russian international relations or watching too many American political TV shows.     The House of Well-being/ A-LEAF framework for the well-being circular economy is as follows: The stairs metaphorically represent the circular economy but in reverse. The framework focuses on recycling as a monetary policy for community wealth building. From left to right, the four pillars are: (1) Build an online platform for keeping goods in the community longer, preventing goods within their life cycle from ending in landfills. (2) Within the community, there should be a focus on reducing polyester clothing for gym wear. Polyester, when washed, produces microplastics. The effects microplastics have on the environment are well known. The impact of microplastics on human life requires further investigation. (3)  The action field/network should prioritise action research with all stakeholders in the field/community. This would reduce the requirement for lived experience boards, which, from my experience, reduces well-being. (4) Network for the UN SDGs goals.  Every node/organisation with a network operating within the field should focus on achieving one or more of the seventeen sustainable development goals. The field the framework proposes is more robust than anything currently in place in Scotland. The nodes within the fields work towards the same strategy on a page (SOAP). Each field, of which there could be numerous in a geographical location, could adapt its SOAP to achieve the outcome of the field while working towards meeting the UN SDGs. The SOAP’s key performance and business growth indicators, designed to achieve the SDGs, can then be linked to the National Performance Framework. Directly connecting the strategic action fields back to the Scottish Government’s social policy agenda and simultaneously creating a database of community assets.  Implementing the A-LEAF framework would create a person-centred well-being economy.

societal triangle

A-LEAF started with the idea that citizenship well-being is dependent on three areas. 1. Professional identity—without a sense of belonging and meaningful employment, well-being will remain low. 2. legislation. Government policy must support citizens in working on their own well-being. 3. Social norms of the community must support collaboration between citizens to develop a strong community.

Well-being circular economy.

To achieve the societal triangle, it was clear that the projects’ funding must be commercial. Removing community waste, upscaling, reusing, or recycling the community would generate a community wealth fund. Other commercial social enterprises could use the funds to develop projects that would empower citizen in their local community.

The circular image of well-being represents what Ian and I thought provided the best opportunities. Other projects are encouraged.

House of well-being

The House of Well-being was our last attempt to convince the funding bodies that A-LEAF, along with our Scottish government colleagues, had a solid plan for developing a well-being circular economy.

My education: P1 to MSc graduate.

Given that Nature and Nurture are equal components of the Scottish government’s curriculum for excellence, it is essential not to forget my pre-medulloblastoma diagnosis years. Of which there were four. I was born on Saturday, May 7, 1983, at 23:00 in Glasgow Royal Maternity Hospital. Unknowing to me then, I would spend the majority of my childhood and most of my teen/early adulthood in a hospital, mainly as a day patient. By now, the reader should understand my medical history from reading chapter two. I did not say I buy from third parties regarding contemporary sensory issues in Chapter Two. That is, I purchase hearing aids and glasses from retail stores. My contact with the NHS is an annual phone call.

My parents and I lived on Walter Street in Glasgow. Walter Street is located in Glasgow’s East end in Haghill. The Scottish Index for Multiple Deprivation (SIMD) shows that Haghill is deprived of health, education, income, employment, and housing and is a high-crime area. What Haghill has got is access to public transport. At least citizens of Haghill have public transport to Merchant City East – known to locals as Dennistoun. My parents and I did not stay in Haghill long; we moved to Ballindalloch Drive, just off Alexandra Parade, when the local housing association offered to buy my parents and my first home.

Despite what the SIMD show about Haghill. It cannot remove the nurture of the community. My parents’ nature and the community’s nurture created the confident, outgoing child I was. The new flat at 28 Ballindalloch Drive was a top flat. It had a kitchen, bathroom, and separate bedrooms, unlike Walter Street at the time. However, there was no lift. I propose a motion. Every newly built multi-story flat above two floors must have an elevator (for my USA readers). The lack of a lift was why the family moved to 22 Ballindalloch Drive some years later. I’ll discuss that in chapter seven. The story about that can be found in the UK Parliament Library.

Despite resistance from the local school headteacher, I attended Alexandra Parade Primary School only months after the removal of the medulloblastoma, chemotherapy, radiotherapy, and stroke. Even as a four/five-year-old, I refused to take NO for an answer. From TikTok, I’ve learned that is a characteristic of people with Brain Tumours. No does not mean no—no means YES, but in my way. As expressed above, I was a bright child. The academic curriculum of primary 1 to 3 was not challenging. I strolled into primary four without difficulty. Well, there was one issue, not academic but physical. I could not tie my laces. I don’t know when I learned to tie my laces, but it was later than most of my classmates. In hindsight, this was when my primary school education was about to take a few bumps in the road.

Chapter six is titled “Do I consider myself disabled today?” I provide details on the nature of my physical limitations in that chapter. Those physical limitations contributed to my learning disabilities problems. At the time of writing, my education issues are not defined as learning disabilities. Hopefully, the learning disabilities, autism, and neurodiversity (Scotland) Act 2026 will correct a wrong and help support citizens with brain tumours.

As I reminisce back to my primary 4-7 years equipped with a BA (Hons) and an MSc as of 2024, blaming Chemo brain – as discussed in chapter two, would be too convenient to explain my poor academic performance. I propose that the educational system between 1992-95 was unequipped to educate a child recovering from a medulloblastoma. Is the educational system equipped to deal with an equivalent conundrum in 2024? I am not too sure in which primary I was tested for Dyslexia – difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words. The outcome of the Dyslexia test was negative, as I could verbally spell the word. However, I could not write the word on paper.

Primary school is a blur. I have no vivid memory of those years. I remember silly things like finding a hedgehog while construction of the M8 Junction at Alexandra Park Street was in place. Or I was getting attacked by random cats for wearing a shell suit. It was the late 80s and early 90s. I still believed the World Wrestling Federation (WWF/WWE) was a combat sport. Apparently, I also let Sharon and Searha let me believe stray cats should be cradled like newborn babies. No judgments. That was the Nurture of my childhood.

I commenced secondary school in 1995 – Whitehill Secondary. Even then, I preferred my company to that of my classmates. It would not be inappropriate to say I prefer the company of animals over humans—even hedgehogs and cats.

Whitehill was more equipped to attend to my educational needs. I was provided with a laptop to help with spelling and grammar. I achieved acceptable standard grade results—grades 3 and 4 in all classes except French.  I struggled with English. What chance did I have with French?  

Above, I said I was tested for Dyslexia at primary school. There must have been a misconception from Whitehill’s English department that the results of the Dyslexia test were positive. I was discouraged from reading long books when writing a book review. Even at Whitehill, I was written off. I was written off not because teachers wanted me to fail but because there was no framework for teaching childhood medulloblastoma survivors. In 2024, I am not convinced Getting it Right for Every Child – the Scottish Government’s approach to supporting children and young people would have provided the support I required.

At Whitehill’s awards ceremony in 1998, I was awarded the leaps and bounds prize – for the student who had made the most progress. Take a second to process the date. I was diagnosed with a medulloblastoma in 1987. Either It took ten years for the brain to develop after the removal of the brain tumour, or the introduction of the internet into Scottish society provided the opportunity to learn in a way my brain required, i.e. for words to be verbally repeated back to me and corrected in real-time. Possibly both.

The following year, I had an attendance rate of 97 per cent. Perhaps there is something in peer-to-peer support and social capital, after all.   

The 2000/01 year was a wasted year. I was accepted into Glasgow College of Building and Printing for my HND in March of 2001. I did not want to be a Whitehill in the last few months. Graduation on June 14, 2001, could not come quickly enough.

I enjoyed my time at the Glasgow building and printing. It is a shame to see that in 2024, the building is a shell of its former self. Hopefully, by the time this book is published, the building will operate as new flats and office space. I was in the building on September 11, 2001 – for Dugs Data Analysis and Database Design class. I remember Grant- a fellow student. Grant was one of the older guys, a grungy rocker who should have been studying music technology, not information and media technology. He must have been watching a news stream. Grant’s words evade me; I remember Dug running to the monitor to view images of the Twin Towers being hit.

I was in New York, attending Hole in the Wall Gang Camp – a children’s camp for seriously ill children and their families when I was 14 years old in 1997. I was only in Manhattan for three days. However, I must have walked past the Twin Towers. I am also sure our party of four or five seriously ill children and two adult social workers were admitted to Hard Rock café – in New York, with the only other customers being Michael Lee Aday, his wife, and their daughter.  

Years later, in 2018, I was in South Africa, volunteering with Global Vision International. On one weekend off, I visited the District Six Museum. On the wall is this quote

“It struck me that our history is contained in the homes we live in, that we are shaped by the ability of these simple structures to resist being defiled.”

Achmat Dangor  

Our history is not only contained in the homes we live in. It is also contained in the educational establishments we attend. That is why I get chills every time I walk past the Building and Printing structure where I once bought my first zip drive. Yes, I am that old.   

After completing my HND, I attended Glasgow Caledonian University for a BSc in Multimedia Technology. I dropped out after one year, gaining a BSc in Multimedia Technology. At the time, I was more interested in hardware, or so I thought. Looking back, I was just a bad coder. I graduated in 2005 and did not return to higher education until 2014.       

The return to higher education in 2014 was strategic. I joined the SNP in 2007, and as of 2014, I was still an active member. More about that in Chapter 3 – employment. The Open University (OU) allowed me to work and learn simultaneously. Politics, Philosophy, and Economics. What else would I have chosen to study? Reminiscing the OU provides students with the foundation to proceed in the higher educational journey. Each level and each course is designed to enable students to develop the skills required for incremental progression. For example, “Making Social Lives” and “Exploring Social Lives” were simplistic content for a ten-year experienced political campaigner and not academically challenging. With hindsight, the point of those modules was to instruct students in the academic writing process—a skill I was required to learn years later. The lesson learned was to learn to walk before you run. 

I graduated from the OU in 2019 with a BA (Hons) PPE. Back to GCU, this time to study Social Innovation. Remember I said I had not learned to write academically in 2014? In 2021, I still had much to learn about academic writing. On reflection, I was accepted into the class because of my unpaid experience in Scotland’s third sector, not my academic achievements. After a resit or two, I was allowed to complete my dissertation.   My dissertation question answered, “Why is there a subjective well-being premium in voluntary sector employment?”  

I completed my dissertation thanks to my supervisor, Dr Tom Montgomery. I graduated from GCU in 2021 with an MSc in Social Innovation.

Social Innovation is business ethics. At least, that is how I view it.  

Note that this is NOT a blog post. Like the other writings, it is a rough draft of the book I want to write.