Navigating the Terrain of Entrepreneurship Education in Neoliberal Societies

Abstract

<jats:p> 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. </jats:p>

Enhancing Social Entrepreneurship Education With Dark Side Theory to Frame Social Enterprises

“…Talmage and Gassert (2020) classroom approach had similar aims, though it aimed to provoke in-class discussions to deepen critical perspectives on enterprises' impacts. Overall, this dark side theory approach showcases dark side theory's potential for enhancing entrepreneurship education and social entrepreneurship education in terms of bolstering critical perspectives on entrepreneurship and social entrepreneurship in educational settings (Berglund et al, 2020). While this mapping approach appears narrow and relies on individual perceptions, it can be leveraged to explore enterprises beyond their facades.…”

“…In their special issue in Entrepreneurship Education & Pedagogy, Berglund et al (2020) called for entrepreneurship education to be unsettled, putting forth a compendium of articles focused on enhancing critical perspectives on entrepreneurship. Social entrepreneurship deserves similar unsettling.…”

O ensino do empreendedorismo em Portugal e algumas reflexões críticas

“…Novas formas de ensino do empreendedorismo visam dar mais abertura para que o tema seja revisto de forma mais ampla e socialmente contextualizada, não se limitando a uma postura de identificação e execução de oportunidades de negócio (Berglund, Hytti & Verduijn, 2021). Busca-se, portanto, expandir o entendimento sobre empreendedorismo, indo além do foco em fazer dinheiro ou construir competências (Berglund, 2013), fazendo com que os interesses do aprendizado sejam guiados principalmente por curiosidade e paixão pelo conhecimento (Zawadzki et al, 2020).…”

A Reflective Entrepreneur: Ashok Vasudevan and the Journey of Tastybite

“…Second, scholars in entrepreneurship education have been calling for more practice-based pedagogy and programs (Berglund et al, 2020; Neck & Greene, 2011). Reflection helps develop knowledge from experience.…”