‘Every household will be a micro-enterprise’: a youth micro-loan scheme’s role in restructuring Nepal

Snellinger, Amanda

doi:10.1080/14733285.2017.1399581

Cited by 6 publications

(4 citation statements)

References 26 publications

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“…The parable they tell – ‘in the New SA, anyone can be a businessperson’ – carries much wider appeal (and ideological portent) than the minority who actually access its targeted interventions. A similar ideology of patriotic entrepreneurialism was seeded in post-conflict Nepal as a focus for youth aspirations, commanding youngsters ‘every household will be a micro-enterprise’ (Snellinger, 2018: 66). Entrepreneurial education preaches an ideology of inclusion, mobility, and democratic opportunity for all, but is premised on exclusionary processes of ranking and selection.…”

Section: The 10%: Selecting the Bestmentioning

confidence: 99%

Aspiring Minds: ‘A Generation of Entrepreneurs in the Making’

Rajak

Dolan

2021

Sociological Research Online

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This article examines how corporate, state and donor interests have converged in attempts to craft South Africa’s youngsters into an army of entrepreneurs as the last frontier for creating growth in a post-job world. We investigate the apparatus designed to engineer this entrepreneurial revolution and the actors hoping to seed enterprising aspirations in school-age kids. Our ethnographic findings show that while the ideology of entrepreneurial education enrols kids in anticipation of an entrepreneurial future, it falls short of both its enticing promise and its transformative intentions. As enterprise education fails to deliver on the New South African Dream, we argue, the aspirations it propagates withers, generating disaffection rather than a generation of entrepreneurial subjects faithful to the neoliberal creed of making it on your own.

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Section: The 10%: Selecting the Bestmentioning

confidence: 99%

Aspiring Minds: ‘A Generation of Entrepreneurs in the Making’

Rajak

Dolan

2021

Sociological Research Online

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“…The need for state investment in the economy or service provision is downplayed: through cultivating neoliberal subjects with the right skills and attitudes, growth will be stimulated and poverty ended (Gough et al, 2013; Jeffrey and Dyson, 2013; Pimlott-Wilson, 2017). Initiatives to promote youth entrepreneurship often fail to address the structural processes constraining young people at national and global levels that limit their capacity to succeed (Hajdu et al, 2013; Snellinger, 2018), leaving them to assume risks caused by economic instability and uncertain labour markets (DeJaeghere and Baxter, 2014).…”

Section: Entrepreneurship Education: Cultivating Neoliberal Subjects ...mentioning

confidence: 99%

“…Today, 91% of children in lower middle-income countries complete primary school (World Bank, 2019). As Snellinger (2018) observes, the ‘Education For All’ campaign sought to achieve universal schooling by selling young people, parents, and governments the possibility of social mobility through education. Formal schooling is often embedded in a future-oriented discourse of hope and progress, understood to equip young people to face uncertainties.…”

Section: Introductionmentioning

confidence: 99%

‘Not All of Us Can Be Nurses’: Proposing and Resisting Entrepreneurship Education in Rural Lesotho

Dungey

Ansell

2020

Sociological Research Online

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Education in Lesotho, as in much of the world, has historically held out the promise of a ‘better future’. Success in school and the achievement of academic credentials were expected to lead to a secure future in the formal economy. With increasing school enrolment and growing youth unemployment, such futures are now illusory for most youth. In 2009, Lesotho introduced a radical new curriculum that aims to instil in young people skills and attitudes for entrepreneurship, enabling them to build their own futures in an increasingly uncertain world. Based on 9-months’ ethnographic fieldwork in two primary schools and their surrounding rural communities, we trace how the new curriculum is being delivered in schools and how it is intervening in children’s aspirations. Despite lessons intended to prepare them for livelihoods in the informal economy, young Basotho prize the security of a salaried job as a nurse, teacher, police officer, or soldier. We frame this contradiction in relation to concepts of doxic and habituated aspirations, concluding that due to the way schools deliver entrepreneurship education it both fails to displace long-standing doxic aspirations to professional careers, and fails to engage with young people’s habituated expectations of rural livelihoods.

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“…Associating notions of hope and aspirations is consubstantial with migration (eg Carling et al 2018), and in the case of Nepali migrants, there has been a growing corpus about the way aspirations -ideas about one's own future -are achieved in migration (Zharkevich 2020;Kӧlbel 2020;Snellinger 2018;Korzenevica et al 2017). Migrant health professionals and the global labour market describes the motivations and paths followed by 'the very first generation of professional women' (p2) -why not call them pioneers?…”

mentioning

confidence: 99%

Migrant Health Professionals and the Global Labour Market: The dreams and traps of Nepali nurses, by Radha Adhikari

Bruslé¹

2021

ebhr

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‘Every household will be a micro-enterprise’: a youth micro-loan scheme’s role in restructuring Nepal

Cited by 6 publications

References 26 publications

Aspiring Minds: ‘A Generation of Entrepreneurs in the Making’

Aspiring Minds: ‘A Generation of Entrepreneurs in the Making’

‘Not All of Us Can Be Nurses’: Proposing and Resisting Entrepreneurship Education in Rural Lesotho

Migrant Health Professionals and the Global Labour Market: The dreams and traps of Nepali nurses, by Radha Adhikari

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