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On provocation, education and entrepreneurship

Hjorth, Daniel LU (2011) In Entrepreneurship and Regional Development 23(1). p.49-63
Abstract

This essay develops an affect-based theory of entrepreneurial entrepreneurship education, something we summarise in a model of provocationbased entrepreneurial entrepreneurship education (the E3 model). Taking its starting point in an anecdote that illustrates the importance of provocation in processes of learning entrepreneurship, this article responds to previous calls for less economised entrepreneurship education focusing on its creative-relational nature. An affect-based theory of E3 brings together provocation, deterritorialisation (uprooting) and decoding/imagination, which calls for both critique and creativity, and resonates with appreciations of paralogy as driver in learning processes. The implications... (More)

This essay develops an affect-based theory of entrepreneurial entrepreneurship education, something we summarise in a model of provocationbased entrepreneurial entrepreneurship education (the E3 model). Taking its starting point in an anecdote that illustrates the importance of provocation in processes of learning entrepreneurship, this article responds to previous calls for less economised entrepreneurship education focusing on its creative-relational nature. An affect-based theory of E3 brings together provocation, deterritorialisation (uprooting) and decoding/imagination, which calls for both critique and creativity, and resonates with appreciations of paralogy as driver in learning processes. The implications of this conceptual model of learning entrepreneurship entrepreneurially are discussed, with particular focus on the role of the pedagogue and on the future of learning entrepreneurship.

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Please use this url to cite or link to this publication:
author
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Affect, Decoding, Deterritorialisation, Imagination, Paralogy, Provocation
in
Entrepreneurship and Regional Development
volume
23
issue
1
pages
15 pages
publisher
Routledge
external identifiers
  • scopus:79951575178
ISSN
0898-5626
DOI
10.1080/08985626.2011.540411
language
English
LU publication?
no
id
3f589298-b30c-493f-97d2-d971625cfeb6
date added to LUP
2024-02-26 14:52:43
date last changed
2025-04-04 14:56:41
@article{3f589298-b30c-493f-97d2-d971625cfeb6,
  abstract     = {{<p>This essay develops an affect-based theory of entrepreneurial entrepreneurship education, something we summarise in a model of provocationbased entrepreneurial entrepreneurship education (the E<sup>3</sup> model). Taking its starting point in an anecdote that illustrates the importance of provocation in processes of learning entrepreneurship, this article responds to previous calls for less economised entrepreneurship education focusing on its creative-relational nature. An affect-based theory of E<sup>3</sup> brings together provocation, deterritorialisation (uprooting) and decoding/imagination, which calls for both critique and creativity, and resonates with appreciations of paralogy as driver in learning processes. The implications of this conceptual model of learning entrepreneurship entrepreneurially are discussed, with particular focus on the role of the pedagogue and on the future of learning entrepreneurship.</p>}},
  author       = {{Hjorth, Daniel}},
  issn         = {{0898-5626}},
  keywords     = {{Affect; Decoding; Deterritorialisation; Imagination; Paralogy; Provocation}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{49--63}},
  publisher    = {{Routledge}},
  series       = {{Entrepreneurship and Regional Development}},
  title        = {{On provocation, education and entrepreneurship}},
  url          = {{http://dx.doi.org/10.1080/08985626.2011.540411}},
  doi          = {{10.1080/08985626.2011.540411}},
  volume       = {{23}},
  year         = {{2011}},
}