Translating entrepreneurship into the education setting–a case of societal entrepreneurship

Holmgren, Carina

doi:10.4337/9781781006337.00019

Cited by 4 publications

(12 citation statements)

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“…The teachers had a feeling that the implementation of entrepreneurship in education is a top-down initiative and that it is yet another buzzword within education, and therefore are reluctant to implement the concept is confirmed in other studies (Backström-Widjeskog, 2008;Holmgren, 2012;Leffler, 2009;Svedberg, 2010).…”

Section: Does This Have To Be Like a Revival Movement? (Teacher 4*)mentioning

confidence: 62%

“…In policy, entrepreneurial competences are described as being creative, innovative, curious and risk-taking, and being able to, individually and together with others, put ideas into action-skills seen as key competences for each individual (European Commission, 2006). The European Commission, the Swedish National Agency for Education and other organisations often offer project grants and teacher training courses for school projects regarding entrepreneurial education, provided they include specific criteria (Holmgren, 2012;Svedberg, 2010). Many teachers and principals seek means to develop their practise towards more coherent teaching, and to increase pupils' motivation, which the broad approach of entrepreneurial education is seen to provide (Holmgren, 2012;Svedberg, 2010).…”

Section: Entrepreneurial Educationmentioning

confidence: 99%

“…The European Commission, the Swedish National Agency for Education and other organisations often offer project grants and teacher training courses for school projects regarding entrepreneurial education, provided they include specific criteria (Holmgren, 2012;Svedberg, 2010). Many teachers and principals seek means to develop their practise towards more coherent teaching, and to increase pupils' motivation, which the broad approach of entrepreneurial education is seen to provide (Holmgren, 2012;Svedberg, 2010). Teachers throughout the education system are responsible for promoting entrepreneurial mind-sets and behaviours, and are thus challenged to be more entrepreneurial in their practise (European Commission, 2013;Peltonen, 2014).…”

Section: Entrepreneurial Educationmentioning

confidence: 99%

“…Many teachers are reluctant due to the strong connection to the economic aspects of entrepreneurship (Backström-Wijdeskog, 2008;Holmgren, 2012;Leffler, 2009;. Some teachers have a strong feeling that entrepreneurial education is something that has been decided from "above" (the state, policy makers) and that it is yet another trend and buzzword within education (Berglund & Holmgren, 2007;Wallin, 2014).…”

Section: Teachers and Entrepreneurial Educationmentioning

confidence: 99%

“…To translate entrepreneurship into a pedagogical practise offers challenges for actors, such as politicians, researchers, external actors, teachers and pupils (Backström-Widjeskog, 2010;Gibb, 2008;Holmgren, 2012). Holmgren (2012) argues that teachers, together with external actors, are "involved in a discursive battle about ascribing meaning to the concept of entrepreneurship in the pedagogical setting" (p. 228) and that they challenge but can also enrich each other. Another transmission challenge in pedagogical practise is that of school culture as change means the need for teachers to create new meanings, new schemas and new content in their work (Römer-Paakkanen, 2015).…”

Section: Transmission Into Practise and The Role Of Collegial Collabomentioning

confidence: 99%

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From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

Diehl

2016

JEI

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This study is part of a school improvement programme on entrepreneurial education and investigates teachers' understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein's concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils' backgrounds may also have an impact on the differences.

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Section: Does This Have To Be Like a Revival Movement? (Teacher 4*)mentioning

confidence: 62%

Section: Entrepreneurial Educationmentioning

confidence: 99%

Section: Entrepreneurial Educationmentioning

confidence: 99%

Section: Teachers and Entrepreneurial Educationmentioning

confidence: 99%

Section: Transmission Into Practise and The Role Of Collegial Collabomentioning

confidence: 99%

See 3 more Smart Citations

From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

Diehl

2016

JEI

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Shaping entrepreneurial citizens: a genealogy of entrepreneurship education in Sweden

Dahlstedt

Fejes

2017

Critical Studies in Education

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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.

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Responsibilising the next generation: Fostering the enterprising self through de-mobilising gender

Berglund

Lindgren²,

Packendorff

2017

Organization

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In this article, our interest is in what subjectivities are fostered among schoolchildren through the recent introduction of entrepreneurship initiatives in primary and secondary school. The educational terrain is but one example where entrepreneurship has been discursively transformed during recent decades from the notion of starting businesses into a general approach to life itself in the advancement of neoliberal societies. The inherently elitist and excluding position of the entrepreneurial subject is now offered to all and sundry. While entrepreneurship pedagogy is explicitly intended to be gender neutral and inclusive of all such identities traditionally suppressed in the entrepreneurship discourse, we ask what kind of enterprising selves are mobilised and de-mobilised here. Second, in what way are these seemingly ‘gender-neutral’ enterprising selves gendered? Our analysis of three recent and dominating entrepreneurial initiatives in the Swedish school system emphasises the need for activation, performativity and responsibility. The analysis also shows that gender is indeed silenced in these initiatives but is at the same time productive through being subtly present in the promotion of a ‘neo-masculine’, active, technology-oriented and responsible subject. Entrepreneurship is presented as being equally available for all and something everyone should aspire to, yet the initiatives still sustain the suppression and marginalisation of women and femininities. The initiatives specifically promote a responsible and adaptive masculine subject position while notions of rebellious entrepreneurship and non-entrepreneurial domestic positions are mobilised out of the picture.

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Translating entrepreneurship into the education setting–a case of societal entrepreneurship

Cited by 4 publications

References 0 publications

From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

Shaping entrepreneurial citizens: a genealogy of entrepreneurship education in Sweden

Responsibilising the next generation: Fostering the enterprising self through de-mobilising gender

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