Within mainstream scholarship, it’s assumed without question that entrepreneurship and entrepreneurship education are desirable and positive economic activities. Drawing on a wide range of theoretical approaches and political-philosophical perspectives, critical entrepreneurship studies has emerged to ask the questions which this assumption obscures.
Students of entrepreneurship need to understand why and how entrepreneurship is seen as a moral force which can solve social problems or protect the environment, or even to tackle political problems. It is time to evaluate how such contributions and insights have entered our classrooms. How much – if any – critical discussion and insight enters our classrooms? How do we change when students demand to be taught "how to do it", not to be critical or reflexive?
If educators are to bring alternative perspectives into the classroom, it will entail a new way of thinking. There is a need to share ideas and practical approaches, and that is what the contributions to this volume aim to do and to illuminate new ways forward in entrepreneurship education.
Table of contents
- Half Title
- Title Page
- Copyright page
- Table of Contents
- List of figures
- List of tables
- Notes on contributors
- Foreword: teaching entrepreneurship is walking a tightrope
- Foreword: critique, entrepreneurship, practice: a prolegomenon
- Prologue: looking to the future: how can we further develop critical pedagogies in entrepreneurship education?
- PART I Setting the scene
- PART II On evoking
- PART III On moving
- PART IV On challenging
- PART V On dialogues
- Epilogue: critical entrepreneurship education: a form of resistance to McEducation?
- Title: Revitalizing Entrepreneurship Education
- Release date: January 2018
- Publisher(s): Routledge
- ISBN: 9781315447582
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