This article examines the theoretical assumptions underlying K-12 economic curriculum and the consequences of this curriculum for citizenship education and democracy. Specifically, the article discusses scholarship related to the critique of neoclassic economic theory's role in influencing the "Voluntary National Content Standards in…

This is a comprehensive review of literature related to K-12 economics curriculum spanning 20 years, from 1998-2018. The search for literature revealed 18 articles and book chapters in peer-reviewed journals and volumes related to social studies and economics education. The study revealed several trends and issues related to K-12 economics…

This article outlines core tenets of feminist economics and contrasts these tenets with traditional neoclassical economic assumptions about human nature, value, markets, inequality, and power. Further, it challenges the "Voluntary National Content Standards in Economics" and the "C3 Framework" for their exclusion of any…

Comments on the World Bank's policy paper on vocational and technical education and training. Argues that past failures in establishing effective vocational and technical education were a result of not applying conventional neoclassical economic theory. Asserts that the World Bank's policy paper corrects this approach. (CFR)

Discusses the neo-classical backlash to a therapeutic liberalism in moral education that has attempted to revive the character education system established in the early decades of the 20th century. Notes the importance of generating habits of good moral conduct, then discusses literature and moral understanding, the move from theory to practical…

Compares and contrasts two economic views, political economy and neoclassical economics, as they pertain to the development of human capital and education in rural areas. The concluding discussion draws implications for rural educators. (Author/KS)

Supports the arguments in the author's earlier article in which he calls for ending the teaching of economics. Maintains that criticism of his views are based on faulty understanding of neoclassical economics. Concludes that economics cannot be value-free, and environmental concerns must be addressed in economics and social studies education. (CFR)

Until the 1950s, Canadian economists demonstrated little concern about the relationship between education and society's economic performance. In the 1960s, the neoclassical school became preoccupied with education's investment potential and, with the Keynsians, formed a consensus on greatly increased expenditures. In the 1970s, this judgment was…

The human capital concept of neoclassical economics holds that increased education will lead to increased productivity and to higher wages. Job queue and labor market segmentation theories argue that improved education merely drives up employment criteria and that the socioeconomic background of the employee is a more significant indicator of…

This volume, part of a series of monographs that explores the relationship between the economy and schooling, is intended to show how economists have sought to cast light on the economic nature of education, on resource allocation problems within the education sector, and on policy implications of such analyses. The first part describes the basic…

The "new" economics of education replaces the "old" economics expressed in human capital theory, which viewed education as contributing to individual enhancement and ultimately to economic betterment. The "old" economics foundered on the rising levels of youth unemployment, a result of declining productivity and…

Recent work by both neoclassical and political economists suggests the scope of the influence of economic structures on rural socioeconomic conditions and rural education. In particular, dual labor-market analyses look beneath the surface of the macroeconomy--the national economy--to the underlying reality of regional or sectoral economic…