Identity work in entrepreneurship education: Activating, scripting and resisting the entrepreneurial self
通过分析创业教育课堂中师生互动，识别出激活创业自我、脚本化规则和抵抗规则三种身份工作实践，揭示抵抗与真实性在创业身份建构中的关键作用。
Entrepreneurship education (EE) theory and practice show increasing interest in the concept of identity work as integral to entrepreneurial learning. EE offers various approaches to guiding students towards entrepreneurial identities, but critics note that these meet neoliberal manifestations of the entrepreneurial self, leaving little room for alternative identities to be cultivated in EE. Concerned with this critique, we aim to contribute to the EE literature through a detailed investigation of the identity work practices enacted in a case of EE, which explicitly seeks to facilitate the entrepreneurial identity construction of students. Through an in-depth analysis of teacher–student interactions, we identify three practices: setting new rules to activate the entrepreneurial self, playing by the rules by figuring the script and bending the rules protecting the self. Our analysis highlights the significance of resistance and notions of authenticity, which leads us to rethink the meaning and conditions of entrepreneurial identity work in EE.