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It has been suggested that students' perceptions of entrepreneurship, as well as their attitude toward entrepreneurship education, are shaped by their previous experiences and contextual belonging. This longitudinal exploratory study explores how reflective practices that are part of entrepreneurship education work to challenge, change, or reproduce such attitudes, as well as the different path of entrepreneurial development students may follow as a result. The discussion also adds to theoretical development in the field by combining Dewey and Bourdieu into a framework for analyzing and understanding the different aspects of reflection and the differing outcomes reflection may yield
