23 SES 09 B, Educating for the Knowledge Economy
The latest manifestation of the globalization and restructuring of education in the neo-liberal spirit in Finland has been the boosting of entrepreneurship education by the Ministry of Education. Measures to strengthen the knowledge base in entrepreneurship concern the education system as a whole. Education is increasingly seen as the passport for welfare recipients to make the transition from the status of a dependent citizen of the welfare state to an active entrepreneurial self
This paper explores the educational practices that create the enterprising self (Rose 1992). With this concept we refer to the ethos in which an entrepreneur-like line of action and self-relationship are offered as models for citizens (Bröckling 2005). The concept ties in with various moral models of the good life (Rose 1992), and includes the conceptions of abilities, individual characteristics and attitudes, such as independence, risk-taking ability, creativity, and self-responsibility.
We approach the enterprising self not as a collection of individual traits but as a process created through governance in education. Governance is a productive power that is embodied in the rules through which individuality is understood, acted on, and differentiated in social practices (Foucault 1991) Rose (1992) differentiates three interlinked dimensions of governance. Political dimension refers to ‘rationality of governance’, to complex of notions, calculations and strategies through which diverse authorities try to act upon the lives of each and all in order to avert evils and achieve such desirable states that as wealth, happiness and health. The institutional dimension refers to practices that put in play certain assumptions and objectives concerning the selves that inhabit them. Ethical dimension refers to means by which individuals come to construe, decipher and act upon themselves in relation to the desirable and undesirable. The neo-liberalism materialized in education links up a seductive ethics of the enterprising self, powerful critique of educational reality, and apparently coherent design for the transformation of contemporary educational arrangements (see Olssen et. al. 2004).
In order to investigate the ethical dimension of the governance embedded in entrepreneurship education, we explore what the technologies of self within the school’s entrepreneurship education are that aim to turn pupils into enterprising subjects, and with which they turn themselves into those subjects. We focus particularly on the school’s enterprise projects as a technology of self and as a transformative pedagogical practice through which pupils are invited to act upon themselves in relation to enterprising self. Our aim is to explore what kinds of subjectivities are discursively constructed in enterprise projects. We presume that the school’s enterprise projects attempt to instill norms of individualism, self-reliance and self-management, which resonate with new configurations of power and authority in education, and construct young people as enterprising selves (cf. Hay & Kapitzke 2009).
Bragg, Sara (2007) ‘Student Voice’ and Governmentality: The Production of Enterprising Subjects? Discourse 28(3), 343-358. Bröckling, Ulrich (2005) Gendering the Enterprising Self. Subjectification Programs and Gender Differences in Guides to Success. Distinktion 11, 7-23. Davies, Bronwyn & Bansel, Peter (2007) Neoliberalism and Education. International Journal of Qualitative Studies in Education 20(3), 247-259. European Commission (2006) Entrepreneurship Action Plan. Key Action Sheets. Key Action 1- Fostering entrepreneurial mindsets through school education. http://ec.europa.eu/enterprise/entrepreneurship/action_plan/index.htm (accessed January 2010). Finnish Ministry of Education (2004) Policy for entrepreneurship education. Helsinki: Publications of Ministry of Education 18. http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2004/liitteet/opm_169_opm18.pdf?lang=fi (accessed January 2010). Foucault, Michel (1991) Governmentality. In G. Burchell, C. Gordon & P. Miller (eds) The Foucault Effect. Studies in Governmentality with Two Lectures by and an Interview with Michel Foucault. London: Harverster Wheatsheaf. Hay, Stephen & Kapitzke, Cushla (2009) ’Smart state’ for knowledge economy: reconstituting creativity through student subjectivity. British Journal of Sociology of Education 30(2), 151-164. Olssen, Mark, Codd, John & O’Neill, Anne-Marie (2004) Educational Policy: Globalization, Citizenship and Democracy. London, Thousand Oaks, New Delhi: Sage. Peters, Michael (2005) The New Prudentalism in Education: Actuarial Rationality and the Entrepreneurial Self”. Educational Theory 55: 123–137. Rose, Nikolas (1992) Governing the enterprising self. In P. Heelas & P. Morris (eds) The values of the enterprise culture. The moral debate. London: Routledge, pp. 141-164. Rose, Nikolas (1999) Powers of Freedom. Reframing Political Thought. Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sâo Paulo: Cambridge University Press. Skeggs, Beverly (2004) Class, Self, Culture. London, New York: Routledge.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.