Entrepreneurship discourse constructs a specific sphere that prioritizes the dominance of the Western male perspective in Western dialogues. The discourse of how an entrepreneur comes into being has transformed from the perception that an entrepreneur is made from birth, to recognizing that an entrepreneur becomes, through life situations, opportunities and the social and political embeddedness.This study embraces the viewpoint that entrepreneurship is a pursuit infused with ethical and aesthetic dimensions, involving a departure from established norms of normalcy, naturalness, and necessity. The authors seekto explore the intersection of decolonizing pedagogy and EntrepreneurshipEducation within the Swedish university context. By examining the content and pedagogy of an entrepreneurship program through the lens of a norm critical pedagogical perspective, this study aims to contribute to the advancement of inclusive and socially responsible education within the Swedish higher education system. Further on, feminist perspective is used to critically analyze how scientific knowledge and practices have been influenced by and continue to perpetuate gender biases, inequalities, and male-dominated ideologies.The central question guiding this thesis is: How can decolonizing Entrepreneurship Education lead to social change? Using qualitative methods, this study provides a nuanced understanding of Entrepreneurship Education at Linnaeus University and its potential to foster social responsibility and inclusivity. To answer the research question, we conducted interviews with two teachers and a former Program Director at an entrepreneurship program. Additionally, we held a focus group interview with students and an individual interview with one student. With the current EE landscape often perpetuating gender biases, inequalities, and male-dominated ideologies, particularly within Western contexts, it poses significant challenges in creating an inclusive and socially responsible educational framework. The findings, derived from 2thematic analysis, indicate that Entrepreneurship Education is undergoing a transformation. This transformation is challenged by its capacity to drive social progress amidst enduring rigid structures of higher education hindering the implementation of norm-critical pedagogy, which further highlights the need for a deeper pedagogical shift towards decolonization and inclusivit