This article offers reflections based on the special issue on unsettling
entrepreneurship education (EEP 3(3)) in which contributions have
resisted the tendency to see students as consumers with the ‘right’ to
take part in entrepreneurship education (EE) so as to effectively shape
their enterprising selves. Here we resume our editorial discussions of
what unsettling entrepreneurship education could mean for us – as
entrepreneurship researchers and as teachers – and seek to mark out new
directions both for research and education by reflecting upon ethical
perspectives, identity work, and how EE can be seen to create an
affective and emotional workspace. These aspects not only invite us to
ask new research questions, but may also challenge our position as
teachers in EE and invite us to reflect upon our view of students. To
frame the need of continuous reflection, when navigating the terrain of
EE in neoliberal society, we both take off and arrive in the current
Covid-19 pandemic and suggest that this crisis can teach us something as
valuable as ‘standing still’, which helps us all to reconsider what
kind of entrepreneurial society that we build together with our students
in entrepreneurship education.