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ERIC Number: EJ1215868
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1750-8487
EISSN: N/A
Defying the Dominant Discourse: Why Contesting Neoliberalism Needs Critical Pedagogy in Economics Education
Spotton Visano, Brenda
Critical Studies in Education, v60 n3 p321-339 2019
Both the dominant narrative in the economics discipline and the predominant mode of delivery of an economics education in colleges and universities mutually reinforce the authority of neoliberalism. This paper argues that a counterhegemonic pedagogy in addition to a pluralist curriculum equips students with the knowledge they need to exercise their own judgment as future economists, business leaders and policy makers. Beyond opening discussions of alternative theoretical and methodological approaches or separately, diversifying modes of delivery to promote critical thinking, an economics education engaging critical pedagogy can create the space students need to discuss not only the different assumptions about material relations and individual behavior intrinsic to various economic models, but also the assumed social relations in both the models studied and the construction of which knowledge defines economics as a field of study.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A