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From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: pedagogising by Means of the Pedagogic Device
Umeå University, Faculty of Social Sciences, Department of Education.
2016 (English)In: Journal of Educational Issues, ISSN 0022-0701, E-ISSN 2377-2263, Vol. 2, no 1, 36-56 p.Article in journal (Refereed) Published
Abstract [en]

This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences.

Place, publisher, year, edition, pages
Macrothink Institute , 2016. Vol. 2, no 1, 36-56 p.
Keyword [en]
Transformation, Entrepreneurial education, Lower secondary school, Pedagogic device
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-114718DOI: 10.5296/jei.v2i1.8748OAI: oai:DiVA.org:umu-114718DiVA: diva2:897963
Available from: 2016-01-26 Created: 2016-01-26 Last updated: 2017-03-29Bibliographically approved
In thesis
1. -Måste det här vara som en väckelserörelse?: en studie om (det som kallas) entreprenöriellt lärande i grundskolan, utifrån Basil Bernsteins begreppsapparat
Open this publication in new window or tab >>-Måste det här vara som en väckelserörelse?: en studie om (det som kallas) entreprenöriellt lärande i grundskolan, utifrån Basil Bernsteins begreppsapparat
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
-Does this have to be like a revival movement? : a study on (what is called) entrepreneurial learning in compulsory school based on the conceptual framework of Basil Bernstein
Abstract [en]

The aim of this compilation thesis is to describe prerequisites for what, in a Swedish educational context, is often called ‘entrepreneurial learning’ and to examine the possible influence that this has on school practice. The study was carried out in two lower secondary schools and was guided by the following two research questions. First, how is entrepreneurial learning reflected in educational practice regarding teaching, learning and assessment? Second, how has the phenomenon of entrepreneurship been recontextualized in educational discourse through politics and policy? Basil Bernstein’s concepts and theories have consistently been the point of departure for analysis. Altogether, 52 classroom observations were made, particularly focusing on the subjects of social science, science and mathematics. In addition, 8 individual interviews with teachers and 15 group interviews with pupils were conducted. For decades, national and international policy documents have promoted the need for a creative, innovative and flexible future working force; bringing this about has highly involved the education system. In Sweden, entrepreneurship was inscribed in the curriculum in 2011, and it is meant to run like a thread throughout education. In this study the broad approach of entrepreneurship in education, which is about generating an entrepreneurial mindset, is focused. Research points out various difficulties and dilemmas regarding the implementation of entrepreneurial learning. These difficulties and dilemmas are connected to concerns about perceived difficulties in relation to differences in school subjects, pupils’ backgrounds, degree of managerial support and/or collegial consensus and cooperation. The main findings are linked to recurrent difficulties regarding teaching methods and assessments in relation to entrepreneurial learning. Curricula and syllabi express explicit learning outcomes, which both teachers and learners perceive as being challenging to combine with entrepreneurial classroom work. This in turn links to an aspect which is often addressed in research—that is, the question about whether to use traditional or entrepreneurial (progressive) teaching methods. Curricula express a need for both, and teachers often find it difficult to find a functioning balance between them, not least because of current societal discussions and demands. In many respects, the implementation of entrepreneurial learning sends mixed messages. On the one hand, pupils are meant to develop entrepreneurial skills and competencies through cooperation and interaction within groups, and, on the other hand, the essence of entrepreneurship indicates competition; this is yet another dilemma addressed in the study. The study shows that, due to the schools’ different prerequisites regarding, for instance, teachers’ approaches and understandings and the schools’ catchment areas, entrepreneurial learning is performed somewhat different. Bernstein’s concepts and theories offer tools to explain and understand different aspects, including dilemmas and difficulties in relation to both classroom practice and social discourse.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2017. 112 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 123
Series
Umeå Studies in the Educational Sciences, 22
Keyword
Entrepreneurial learning, lower secondary school, recontextualisation, Basil Bernstein, education, teaching, learning, assessment, classification, framing, Entreprenöriellt lärande, grundskolan, rekontextualisering, Basil Bernstein, utbildning, undervisning, lärande, bedömning, klassifikation, inramning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-133037 (URN)978-91-7601-694-7 (ISBN)
Public defence
2017-04-28, Nbvh 1031, Norra beteendevetarhuset, Umeå, 13:00 (Swedish)
Opponent
Supervisors
Funder
Ifocus - innovation, forskning och utveckling i skola och förskola, 218010400
Available from: 2017-04-06 Created: 2017-03-29 Last updated: 2017-04-21Bibliographically approved

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Publisher's full texthttp://dx.doi.org/10.5296/jei.v2i1.8748

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