Navigating the Terrain of Entrepreneurship Education in Neoliberal Societies

Karin Berglund*, Ulla Hytti, Karen Verduijn

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

This article offers reflections based on the special issue on unsettling entrepreneurship education (EEP 3(3)) in which contributions have resisted the tendency to see students as consumers with the ‘right’ to take part in entrepreneurship education (EE) so as to effectively shape their enterprising selves. Here we resume our editorial discussions of what unsettling entrepreneurship education could mean for us – as entrepreneurship researchers and as teachers – and seek to mark out new directions both for research and education by reflecting upon ethical perspectives, identity work, and how EE can be seen to create an affective and emotional workspace. These aspects not only invite us to ask new research questions, but may also challenge our position as teachers in EE and invite us to reflect upon our view of students. To frame the need of continuous reflection, when navigating the terrain of EE in neoliberal society, we both take off and arrive in the current Covid-19 pandemic and suggest that this crisis can teach us something as valuable as ‘standing still’, which helps us all to reconsider what kind of entrepreneurial society that we build together with our students in entrepreneurship education.

Original languageEnglish
Pages (from-to)702-717
Number of pages16
JournalEntrepreneurship Education & Pedagogy
Volume4
Issue number4
Early online date5 Jul 2021
DOIs
Publication statusPublished - 1 Oct 2021

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors would like to acknowledge the financial support provided by the Academy of Finland (grant #295960). The authors would also like to thank the Stockholm School of Entrepreneurship for hosting a seminar where ideas for this special issue were discussed.

Publisher Copyright:
© The Author(s) 2020.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors would like to acknowledge the financial support provided by the Academy of Finland (grant #295960). The authors would also like to thank the Stockholm School of Entrepreneurship for hosting a seminar where ideas for this special issue were discussed.

Keywords

  • affective and emotional workspace
  • continuous reflection
  • ethics and identity work
  • navigating entrepreneurial terrains
  • unsettling entrepreneurship education

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