This article explores how a growing apparatus of edupreneurial actors offers solutions for the current ‘school crisis’ and how these commercial actors become taken for granted in the public school system. The Swedish case is interesting, as it involves a once-strong welfare state that is now associated with both the neoliberal discourse of competition and the outsourcing of policy work. Two examples – research-based education and the digitalization of education – serve to illustrate how a crisis narrative is translated into edupreneurial business ideas and how companies become established in the edupreneurial market through ‘public/private statework’. Bacchi’s notion of problematization is used to analyse processes through which the crisis has become a hegemonic truth and thus an obvious object for (business) intervention. In addition, this study shows how the commodification of school limits what becomes the ‘research base’ for schooling. The results point to the importance of how the problem is constructed and what is represented (or not) in this problematization process, for example, how critical research is left out. Another important conclusion is that the crisis narrative and policy reforms nurture the existence of these private companies.

本文探讨了越来越多的企业家角色如何为当前的“学校危机”提供解决方案，以及这些商业角色如何在公立学校系统中被视为理所当然。瑞典的案例很有趣，因为它涉及一个曾经很强的福利国家，现在它与新自由主义的竞争话语以及政策工作外包相关。以研究为基础的教育和教育的数字化为例，这两个例子说明了如何将危机叙事转化为创业精神的商业思想，以及如何通过“公共/私人国家工作”在创业精神市场建立公司。巴基的问题化概念用于分析危机已成为霸权真理并因此成为（商业）干预的明显对象的过程。此外，这项研究表明，学校的商品化如何限制了成为学校的“研究基础”的范围。结果指出了在问题化过程中如何构造问题以及表示（或不表示）问题的重要性，例如，如何省略批判性研究。另一个重要结论是，危机叙事和政策改革促进了这些私营公司的存在。