Abstract
In this developmental paper, we set forth a proposed research agenda aimed at challenging the conventional, instrumental teaching methods currently prevalent within entrepreneurship education, contributing toward the critiques articulated by Critical Management Studies (CMS). Drawing on the disruptive potential of glitch art, this developmental paper explores the potential of glitching as a provocation intervention into the reproductive continuity of entrepreneurship education. We ask: How might inserting glitching into entrepreneurship teaching and learning make or (re)make entrepreneurship education more entrepreneurial? We aim to leverage findings from our processually underpinned entrepreneurship research to inform the creation of practical educational interventions, specifically through the development of glitch-images and glitch-scenarios as provocation. Our aspiration is not to see conclusive evidence of students embracing critical perspectives on entrepreneurship, but to create an educational intervention that uproots students from ‘existing systems of thinking’ (Hjorth, 2011: 60). We would be very grateful for the opportunity to present our developmental paper titled ‘From Critical Entrepreneurship Research to Critical Entrepreneurship in the Classroom’ and to receive feedback from the friendly CMS community of academics.