Shaping entrepreneurial citizens: a genealogy of entrepreneurship education in Sweden

Abstract

The focus of this article is the discourse of entrepreneurship education in Sweden. Drawing on a genealogical approach, the analysis draws attention to how this discourse is shaped in the curriculum today, and how it has come to emerge. Focusing on two key events that constitute this discourse, responsibility and problem-solving, and tracing these events back in time, the analysis illustrates how the discourse on entrepreneurship education today shapes a specific kind of citizen, one who is responsible for themselves and who has developed a constant will and desire for learning, thus being able to adapt to the constant changing future. Such a citizen is distinctly different from the one emerging in the 1960s and 1980s, where a citizen that shows solidarity with others, and especially the weak, and who develops problem-solving skills in order to actively engage in the development of society, emerges. These results can be related to wider trends in education policy, where neoliberal rationalities have become more central, in Sweden as well as in other countries, where there has been a shift of focus, from an understanding of education as a common good, to an understanding of education as a private good.

Synchronization of the Potential of Industrial World With School Profiles Vocational to Improve Quality and Capability Graduates of Vocational Schools in Indonesia

“…The benefits of link and match Vocational High School with the industrial world as a form of partnership can provide benefits that include (Dahlstedt & Fejes, 2017;Hornsby et al, 2018;Turner and Gianiodis, 2018): (a) students can directly see how the role of technology in the business world so that after graduation makes it easier for students to interact with technology in the business world; (b) motivating vocational students to create better, in the sense that they can explore and find new innovations needed in the world of work; (c) able to improve the quality of graduates and the capability of vocational schools because in the business world always prioritizes discipline, for example small things indicate that quality has begun to appear in schools including commitment to discipline of time and learning, work ethic, culture of competition and achievement; (d) education actors more easily design competency-based curriculum because it directly meets the demands of the business world; and (e) the form of recruitment of workers will be easier (Fox et al, 2018;Gedeon, 2017).…”

Pedagogical invention in entrepreneurship education

“…Entrepreneurial logic as a guiding principle intervenes and turns "traditional" employment into a process of employability (Berglund, 2013). It is this tendency, and the omnipresence of entrepreneurship and EE, which underpins the idea of the contemporary citizen (Dahlstedt and Fejes, 2017), in an era where performativity rules (cf. Dey and Steyaert, 2007).…”

What Entrepreneurial Followers at the Start-Up Stage Need From Entrepreneurship Cultivation: Evidence From Western China

“…In addition to the temporal perspective, many scholars have researched entrepreneurship cultivation from a spatial point of view, in which the United States (Worsham and Dees, 2012; Elert et al, 2015; Guo et al, 2016) and the United Kingdom (Matlay, 2009; Henry and Treanor, 2010; Dabic et al, 2016) are frequently discussed. In addition, other developed European countries, such as France (Klapper, 2004; Kövesi, 2017), Germany (Klandt, 2004), and Sweden (Dahlstedt and Fejes, 2017) have also been targeted by existing studies. However, a focus on developing countries, such as China, is relatively low in English-language literature, and if developing countries were discussed, it was mostly in consideration of university students only.…”