Department of Management

Identity work in entrepreneurship education: activating, scripting and resisting the entrepreneurial self

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Identity work in entrepreneurship education: activating, scripting and resisting the entrepreneurial self. / Frederiksen, Signe Hedeboe; Berglund, Karin .

In: International Small Business Journal, Vol. 38, No. 4, 06.2020, p. 271-292.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

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Frederiksen, Signe Hedeboe ; Berglund, Karin . / Identity work in entrepreneurship education: activating, scripting and resisting the entrepreneurial self. In: International Small Business Journal. 2020 ; Vol. 38, No. 4. pp. 271-292.

Bibtex

@article{a388c52fc518479689ce3201ba042c2f,
title = "Identity work in entrepreneurship education: activating, scripting and resisting the entrepreneurial self",
abstract = "Entrepreneurship education (EE) theory and practice show increasing interest in the concept of identity work as integral to entrepreneurial learning. EE offers various approaches to guiding students towards entrepreneurial identities, but critics note that these meet neoliberal manifestations of the entrepreneurial self, leaving little room for alternative identities to be cultivated in EE. Concerned with this critique, we aim to contribute to the EE literature through a detailed investigation of the identity work practices enacted in a case of EE, which explicitly seeks to facilitate the entrepreneurial identity construction of students. Through an in-depth analysis of teacher–student interactions, we identify three practices: setting new rules to activate the entrepreneurial self, playing by the rules by figuring the script and bending the rules protecting the self. Our analysis highlights the significance of resistance and notions of authenticity, which leads us to rethink the meaning and conditions of entrepreneurial identity work in EE.",
keywords = "Entrepreneurship Education, Authenticity, Entrepreneurial self, Identity work",
author = "Frederiksen, {Signe Hedeboe} and Karin Berglund",
year = "2020",
month = jun,
doi = "10.1177/0266242619889527",
language = "English",
volume = "38",
pages = "271--292",
journal = "International Small Business Journal",
issn = "0266-2426",
publisher = "SAGE Publications Ltd",
number = "4",

}

RIS

TY - JOUR

T1 - Identity work in entrepreneurship education: activating, scripting and resisting the entrepreneurial self

AU - Frederiksen, Signe Hedeboe

AU - Berglund, Karin

PY - 2020/6

Y1 - 2020/6

N2 - Entrepreneurship education (EE) theory and practice show increasing interest in the concept of identity work as integral to entrepreneurial learning. EE offers various approaches to guiding students towards entrepreneurial identities, but critics note that these meet neoliberal manifestations of the entrepreneurial self, leaving little room for alternative identities to be cultivated in EE. Concerned with this critique, we aim to contribute to the EE literature through a detailed investigation of the identity work practices enacted in a case of EE, which explicitly seeks to facilitate the entrepreneurial identity construction of students. Through an in-depth analysis of teacher–student interactions, we identify three practices: setting new rules to activate the entrepreneurial self, playing by the rules by figuring the script and bending the rules protecting the self. Our analysis highlights the significance of resistance and notions of authenticity, which leads us to rethink the meaning and conditions of entrepreneurial identity work in EE.

AB - Entrepreneurship education (EE) theory and practice show increasing interest in the concept of identity work as integral to entrepreneurial learning. EE offers various approaches to guiding students towards entrepreneurial identities, but critics note that these meet neoliberal manifestations of the entrepreneurial self, leaving little room for alternative identities to be cultivated in EE. Concerned with this critique, we aim to contribute to the EE literature through a detailed investigation of the identity work practices enacted in a case of EE, which explicitly seeks to facilitate the entrepreneurial identity construction of students. Through an in-depth analysis of teacher–student interactions, we identify three practices: setting new rules to activate the entrepreneurial self, playing by the rules by figuring the script and bending the rules protecting the self. Our analysis highlights the significance of resistance and notions of authenticity, which leads us to rethink the meaning and conditions of entrepreneurial identity work in EE.

KW - Entrepreneurship Education

KW - Authenticity

KW - Entrepreneurial self

KW - Identity work

U2 - 10.1177/0266242619889527

DO - 10.1177/0266242619889527

M3 - Journal article

VL - 38

SP - 271

EP - 292

JO - International Small Business Journal

JF - International Small Business Journal

SN - 0266-2426

IS - 4

ER -