Between critique and affirmation: An interventionist approach to entrepreneurship education

Item Type Book Section

This chapter argues that it is not enough to "simply" question the optimistic politics of entreneurship education. Rather, this is an interplay between critique and affirmation, enabled by "an interventionist approach" that the authors pursue in the master's-level course "Entrepreneurship and Creativity". The described interventions aim at disentangling and reassociating time and space, bodies and motions, people and materials. The authors constantly add new elements to the equation in sometimes curious ways, thereby opening up for unusual learning formats which push towards critical reflection as well as experimenting with aesthetic, material, spatial and embodied ways of learning. In other words, this chapter offers a description and reflection of a course in which the authors set out to challenge some of the university's stabilized preconditions, take "critical walks", engage students in creative group performances, and invite them to move and dance. The chapter illustrates how an interventionist pedagogy generates affectual flows and may even result in a fumbling reinvention of teaching itself.

Authors Resch, Bernhard; Hoyer, Patrizia & Steyaert, Chris
Editors Berglund, Karin & Verduijn, Karen
Language English
Subjects business studies
social sciences
HSG Classification contribution to scientific community
HSG Profile Area SHSS - Kulturen, Institutionen, Maerkte (KIM)
Date 2018
Publisher Routledge
Place of Publication New York
Page Range 178-196
Title of Book Revitalizing Entrepreneurship Education
ISBN 978-1-138-21379-1
Depositing User Dr. Patrizia Hoyer
Date Deposited 13 Mar 2018 13:08
Last Modified 13 Mar 2018 13:15


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Resch, Bernhard; Hoyer, Patrizia & Steyaert, Chris: Between critique and affirmation: An interventionist approach to entrepreneurship education. In Berglund, Karin & Verduijn, Karen (ed.): Revitalizing Entrepreneurship Education. New York : Routledge, 2018, S. 178-196.

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