This essay develops an affect-based theory of entrepreneurial entrepreneurship education, something we summarise in a model of provocation-based 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.
|Tidsskrift||Entrepreneurship & Regional Development|
|Status||Udgivet - 2011|