Pedagogical invention in entrepreneurship education. Adopting a critical approach in the classroom.

Karen Verduyn*, Karin Berglund

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Purpose: Following the example of the critical management education tradition, the purpose of this paper is to argue whether we should keep EE vital by disturbing it, in particular by interrogating that which has seemingly become “untouchable” from interrogation. Design/methodology/approach: This paper takes inspiration from Paolo Freire’s work by proposing a pedagogical approach to entrepreneurship education which builds on an iterative and interactive process, oscillating between deconstructing and reconstructing entrepreneurship, creating space for invention in the classroom. The paper provides exemplary contributions in developing suggestions as to ways forward. Findings: The ways forward being proposed in this paper include entrepreneurship educators engaging students as co-learners, and evoking their curiosity to pose new questions about the phenomenon; “grounding” students in their own creativity and supporting them to build the confidence needed to develop alternative understandings of how entrepreneurship can function – for themselves, in their future organizations and for society as a whole; and challenging our own teaching positions, and adopting a pedagogical process of invention, stimulating curiosity, co-creation, thought-provoking questions and entrepreneurial action. Originality/value: This paper provides ways forward in keeping EE “fresh”, by sketching how we need to teach about entrepreneurship, adopting the critical insights emerging in the field. The paper argues how we do not only need other models and approaches to understand entrepreneurship, but also to understand learning and education.

Original languageEnglish
Article numberDOI 10.1108/IJEBR-04-2018-0274
Pages (from-to)973-988
JournalInternational Journal of Entrepreneurial Behaviour & Research
Volume26
Issue number5
DOIs
Publication statusPublished - 2019

Keywords

  • Creativity
  • Critical pedagogy
  • Dialogue
  • Entrepreneurship education
  • Paolo Freire

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