Adelman, S. (2018). The sustainable development goals, anthropocentrism and neoliberalism. In D. French & L. J. Kotzeì (Eds.), Sustainable Development Goals (pp. 15–40). Edward Elgar Publishing. https://doi.org/10.4337/9781786438768.00008
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Luxembourg: Publication Office of the European Union, 10, 593884.
Berglund, K., & Johannisson, B. (2012). Introduction: In the beginning was societal entrepreneurship. In K. Berglund, B. Johannisson, & B. Schwartz (Eds.), Societal Entrepreneurship (pp. 1-27). Edward Elgar Publishing. https://doi.org/10.4337/9781781006337.00008
Bernhard, A., Rothermel, L., & Rühle, M. (2018). Einleitung. [Introduction]. In A. Bernhard, L. Rothermel, & M. Rühle (Eds.), Handbuch Kritische [Handbook of Critical Pedagogy] (pp. 11–23). Beltz Juventa.
Bialik, M., Fadel, C., Trilling, B., Nilsson, P., & Groff, J. (2015). Skills for the 21st Century: What should learners learn? Center for Curriculum Redesign.
Bill, F., Jansson, A., & Olaison, L. (2010). The spectacle of entrepreneurship: A duality of flamboyance and activity. In F. Bill, B. Bjerke, & A. W. Johansson (Eds.), (De)Mobilizing the entrepreneurship discourse (pp. 158-175). Edward Elgar Publishing. https://doi.org/10.4337/9781849806459.00017
Chigunta, F. (2017). Entrepreneurship as a possible solution to youth unemployment in Africa. In T. Abebe & J. Waters (Eds.), Laboring and Learning (pp. 433–451). Springer Singapore. https://doi.org/10.1007/978-981-287-032-2_19
Dahlstedt, M., & Fejes, A. (2019). Shaping entrepreneurial citizens: A genealogy of entrepreneurship education in Sweden. Critical Studies in Education, 60(4), 462–476. https://doi.org/10.1080/17508487.2017.1303525
DeJaeghere, J. G. (2017). Educating entrepreneurial citizens: Neoliberalism and youth livelihoods in Tanzania. Routledge. https://doi.org/10.4324/9781315535616
DeJaeghere, J., & Baxter, A. (2014). Entrepreneurship education for youth in sub- Saharan Africa: A capabilities approach as an alternative framework to neoliberalism’s individualizing risks. Progress in Development Studies, 14(1), 61–76. https://doi.org/10.1177/1464993413504353
Deuel, R. P. (2022). Governing higher education toward neoliberal governmentality: A Foucauldian discourse analysis of global policy agendas. Globalisation, societies and education, 20(3), 310–323. https://doi.org/10.1080/14767724.2021.1897000
Du Plessis, E. C., & Letshwene, M. J. (2020). A reflection on identified challenges facing South African teachers. The Independent Journal of Teaching and Learning, 15(2), 69–91.
Du Toit, A., & Kempen, E. L. (2020). Effectual structuring of entrepreneurship education: Guidelines for overcoming inadequacies in the South African school curriculum. Africa Education Review, 17(4), 41–55. https://doi.org/10.1080/18146627.2020.1868074
Engelmann, S. (2023). Humanismus. In M. Huber & M. Dö ll (Eds.), Bildungswissenschaft in Begriffen, Theorien und Diskursen [Educational science in concepts, theories, and discourses] (pp. 257–264). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-37858-5_32
Fatoki, O. O., & Chindoga, L. (2011). An investigation into the obstacles to youth entrepreneurship in South Africa. International Business Research, 4(2), 161. https://doi.org/10.5539/ibr.v4n2p161
Forcher-Mayr, M. (2025). Entrepreneurship Education im Lehrplan der allgemeinbildenden Schule. Kritische Perspektiven und Trittsteine für den GWB-Unterricht. [Entrepreneurship education in the curriculum of general education schools. Critical perspectives and entry points for teaching socioeconomic education]. GW-Unterricht, 178(2), 5-20. https://doi.org/10.1553/gw-unterricht178s31
Forcher-Mayr, M., & Mahlknecht, S. (2023). Entrepreneurship education challenges for school gardens, school farms and agricultural education. Lessons from South Africa and Uganda. A sprouting entrepreneurs manual. Bundesministerium für Bildung, Wissenschaft und Forschung. https://doi.org/10.25656/01:28003
Forcher-Mayr, M., & Mahlknecht, S. (2020b). Critical entrepreneurship education in general education and TVET: Two concepts of practice in a South African Township. Discourse and Communication for Sustainable Education, 11(2), 65–84. https://doi.org/10.2478/dcse-2020-0019
Forcher-Mayr, M. (2022b). Entrepreneurship Education im Kontext geographischer, sozialwissenschaftlicher und wirtschaftlicher Unterrichtsansätze. [Entrepreneurship education in the context of geographical, social science and economic teaching approaches]. GW-Unterricht, 165(1), 5–22. https://doi.org/10.1553/gw-unterricht165s5
Forcher-Mayr, M., & Mahlknecht, S. (2020a). A capability approach to entrepreneurship education: The Sprouting Entrepreneurs programme in rural South African Schools. Discourse and Communication for Sustainable Education, 11(1), 119–133. https://doi.org/10.2478/dcse-2020-0011
Forcher-Mayr, M. (2022a). Entrepreneurship Education für nachhaltige Entwicklung. Ein transformativer Ansatz aus Südafrika. [Entrepreneurship education for sustainable development. A transformative approach from South Africa]. Erziehung & Unterricht, 172(5/6), 346–355. https://doi.org/10.25656/01:25314
Francis, D., & Webster, E. (2019). Poverty and inequality in South Africa: Critical reflections. Development Southern Africa, 36(6), 788–802. https://doi.org/10.1080/0376835X.2019.1666703
Fukuda-Parr, S., & Cid-Martinez, I. (2019). Capability approach and human development. In M. Nissanke & J. A. Ocampo (Eds.), The Palgrave handbook of development economics (pp. 441–468). Springer International Publishing. https://doi.org/10.1007/978-3-030-14000-7_13
Gibb, A. (2002). In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: Creative destruction, new values, new ways of doing things and new combinations of knowledge. International Journal of Management Reviews, 4(3), 233–269. https://doi.org/10.1111/1468-2370.00086
Holmgren, C. A. (2012). Translating entrepreneurship into the education setting–a case of societal entrepreneurship. In K. Berglund, B. Johannisson, & B. Schwartz (Eds.), Societal entrepreneurship (pp. 214-237). Edward Elgar Publishing. https://doi.org/10.4337/9781781006337.00019
Horst, M., McClintock, N., & Hoey, L. (2024). The intersection of planning, urban agriculture, and food justice: A review of the literature. In S. Raja, M. Caton Campbell, A. Judelsohn, B. Born, & A. Morales (Eds.), Planning for equitable urban agriculture in the United States (pp. 89–120). Springer International Publishing. https://doi.org/10.1007/978-3-031-32076-7_6
International Commission on the Futures of Education. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://doi.org/10.54675/ASRB4722
Jardim, J., Baìrtolo, A., & Pinho, A. (2021). Towards a global entrepreneurial culture: A systematic review of the effectiveness of entrepreneurship education programs. Education Sciences, 11(8), 398. https://doi.org/10.3390/educsci11080398
Johannisson, B. (2010). In the beginning was entrepreneurship. In F. Bill, B. Bjerke, & A. W. Johansson (Eds.), (De)Mobilizing the entrepreneurship discourse (pp. 204-248). Edward Elgar Publishing. https://doi.org/10.4337/9781849806459.00021
Kergel, D. (2020). Erziehungskonstellationen analysieren und Bildungsräume gestalten: Ein Methodenbuch für die pädagogische Theorie und Praxis. [Analyzing educational constellations and designing educational spaces: A method book for educational theory and practice]. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27039-1
Klees, S. J. (2020). Beyond neoliberalism: Reflections on capitalism and education. Policy Futures in Education, 18(1), 9–29. https://doi.org/10.1177/1478210317715814
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. https://doi.org/10.1080/00958964.2019.1710444
Lederer, B. (2014). Kompetenz oder Bildung: Eine Analyse jüngerer Konnotationsverschiebungen des Bildungsbegriffs und Plädoyer für eine Rück- und Neubesinnung auf ein transinstrumentelles Bildungsverständnis. [Competence or education: An analysis of recent shifts in the connotation of the concept of education and a plea for a return to and re-orientation towards a transinstrumental understanding of education]. Innsbruck University Press.
Liguori, E., Corbin, R., Lackeus, M., & Solomon, S. J. (2019). Under-researched domains in entrepreneurship and enterprise education: Primary school, community colleges, and vocational education and training programs. Journal of Small Business and Enterprise Development, 26(2), 182–189.
Lindner, J. (2018). Entrepreneurship education for a sustainable future. Discourse and Communication for Sustainable Education, 9(1), 115–127. https://doi.org/10.2478/dcse-2018-0009
Maarman, G. J., & Lamont-Mbawuli, K. (2017). A review of challenges in South African education and possible ways to improve educational outcome as suggested by decades of research. Africa Education Review, 14(3–4), 263–289.
Maldonado-Torres, N. (2007). On the coloniality of being: Contributions to the development of a concept. Cultural Studies, 21(2–3), 240–270. https://doi.org/10.1080/09502380601162548
Mbembe, A. (2023). Pathways of tomorrow: Contribution to thinking commensurate with the planet Education Research and Foresight Working Paper 32. UNESCO.
Mehta, R., Creely, E., & Henriksen, D. (2020). A profitable education: Countering neoliberalism in 21st century skills discourses. In J. Keengwe & G. Onchwari (Eds.), Advances in educational marketing, administration, and leadership (pp. 359–381). IGI Global. https://doi.org/10.4018/978-1-7998-1461-0.ch020
Muller, J., & Hoadley, U. (2019). Curriculum reform and learner performance: An obstinate paradox in the quest for equality. In N. Spaull & J. D. Jansen (Eds.), South African Schooling: The enigma of inequality (pp. 109–125). Springer International Publishing. https://doi.org/10.1007/978-3-030-18811-5_6
Spaull, N. (2019). Equity: A price too high to pay? In N. Spaull & J. D. Jansen (Eds.), South African schooling: The enigma of inequality (pp. 1–24). Springer International Publishing. https://doi.org/10.1007/978-3-030-18811-5_1
Ndlovu-Gatsheni, S. J. (2020). Decolonization, development and knowledge in Africa: Turning Over a New Leaf. Routledge. https://doi.org/10.4324/9781003030423
Ngcwangu, S. (2015). The ideological underpinnings of World Bank TVET policy: Implications of the influence of Human Capital Theory on South African TVET policy. Education as Change, 19(3), 24–45. https://doi.org/10.1080/16823206.2015.1085620
Peters, M. A. (2016). Education, neoliberalism, and human capital: Homo economicus as ‘entrepreneur of himself’. In S. Springer, K. Birch, & J. MacLeavy (Eds.), Handbook of Neoliberalism (pp. 325–335). Routledge. https://doi.org/10.4324/9781315730660-37
Rall, S. (1993). People’s education and ‘nation building’ for a New South Africa. Review of African Political Economy, 20(58). https://doi.org/10.1080/03056249308704019
Rashid, L. (2019). Entrepreneurship education and sustainable development goals: A literature review and a closer look at fragile states and technology-enabled approaches. Sustainability, 11(19), 5343. https://doi.org/10.3390/su11195343
Robeyns, I. (2017). Wellbeing, freedom and social justice: The capability approach re- Examined. Open Book Publishers. https://doi.org/10.11647/OBP.0130
Rutkowski, D. J. (2007). Converging us softly: How intergovernmental organizations promote neoliberal educational policy. Critical Studies in Education, 48(2), 229–247. https://doi.org/10.1080/17508480701494259
Sarasvathy, S. D., & Venkataraman, S. (2011). Entrepreneurship as method: Open questions for an entrepreneurial future. Entrepreneurship Theory and Practice, 35(1), 113–135. https://doi.org/10.1111/j.1540-6520.2010.00425.x
Savage, G. (2017). Neoliberalism, education, and curriculum. In B. Gobby & R. Walker (Eds.), Powers of curriculum: Sociological perspectives on education (pp. 143–165). Oxford University Press.
Schneider-Bertan, K. (2024). Kritische Pädagogik im 21. Jahrhundert: Zur Aktualität von Henry A. Giroux’ Critical Pedagogy [Critical pedagogy in the 21st century: On the relevance of Henry A. Giroux’s critical pedagogy]. Transcript Verlag. https://doi.org/10.14361/9783839474006
Sorkin, D. (1983). Wilhelm Von Humboldt: The theory and practice of self-formation (Bildung), 1791-1810. Journal of the History of Ideas, 44(1), 55. https://doi.org/10.2307/2709304
Spaiser, V., Ranganathan, S ., Swain, R . B ., & Sumpter, D . J . T. ( 2017). The sustainable development oxymoron: Quantifying and modelling the incompatibility of sustainable development goals. International Journal of Sustainable Development & World Ecology, 24(6), 457–470. https://doi.org/10.1080/13504509.2016.1235624
Spaull, N. (2019). Equity: A price too high to pay? In N. Spaull & J. D. Jansen (Eds.), South African schooling: The Enigma of inequality (pp. 1–24). Springer International Publishing. https://doi.org/10.1007/978-3-030-18811-5_1
Steyaert, C. (2007). ‘Entrepreneuring’ as a conceptual attractor? A review of process theories in 20 years of entrepreneurship studies. Entrepreneurship & Regional Development, 19(6), 453–477. https://doi.org/10.1080/08985620701671759
Steyaert, C., & Katz, J. (2004). Reclaiming the space of entrepreneurship in society: Geographical, discursive and social dimensions. Entrepreneurship & Regional Development, 16(3), 179–196. https://doi.org/10.1080/0898562042000197135
Strachan, G. (2018). Can education for sustainable development change entrepreneurship education to deliver a sustainable future? Discourse and Communication for Sustainable Education, 9(1), 36–49. https://doi.org/10.2478/dcse-2018-0003
Swain, R. B. (2018). A critical analysis of the sustainable development Goals. In W. Leal Filho (Ed.), Handbook of sustainability science and research (pp. 341–355). Springer International Publishing. https://doi.org/10.1007/978-3-319-63007-6_20
Talukder, S. C., Lakner, Z., & Temesi, AÁ. (2024). Development and state of the art of entrepreneurship education: A bibliometric review. Education Sciences, 14(3), 295. https://doi.org/10.3390/educsci14030295
Tikly, L. (2023). Decolonizing education for sustainable futures: Some conceptual starting points. In Y. Hutchinson, A. A. Cortez Ochoa, J. Paulson, & L. Tikly (Eds.), Decolonizing education for sustainable futures (pp. 19–48). Bristol University Press. https://doi.org/10.46692/9781529226119.003
Vally, S . ( 2020). Between the vision of yesterday and the reality of today: Forging a pedagogy of possibility. Education as change, 24. https://doi.org/10.25159/1947-9417/6984
Van Der Berg, S., & Gustafsson, M. (2019). Educational outcomes in post-apartheid South Africa: Signs of progress despite great inequality. In N. Spaull & J. D. Jansen (Eds.), South African schooling: The enigma of inequality (pp. 25–45). Springer International Publishing. https://doi.org/10.1007/978-3-030-18811-5_2
Van Der Berg, S., Patel, L., & Bridgman, G. (2022). Food insecurity in South Africa: Evidence from NIDS-CRAM wave 5. Development Southern Africa, 39(5), 722–737. https://doi.org/10.1080/0376835X.2022.2062299
Verduyn, K., Dey, P., & Tedmanson, D. (2017). A critical understanding of entrepreneurship: Revue de l’Entrepreneuriat, 16(1), 37–45. https://doi.org/10.3917/entre.161.0037
West, J., & Meier, C. (2020). Overcrowded classrooms – The Achilles heel of South African education? South African Journal of Childhood Education, 10(1). https://doi.org/10.4102/sajce.v10i1.617