Advancing pluralism in teaching economics. International perspectives on a textbook science.

Sonst. Personen	Decker, Samuel (Hrsg.); Elsner, Wolfram (Hrsg.); Flechtner, Svenja (Hrsg.)
Titel	Advancing pluralism in teaching economics. International perspectives on a textbook science.
Quelle	Milton: Routledge (2018), 289 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge Advances in Heterodox Economics Ser.
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-1-138-03762-5; 978-1-351-71149-4
DOI	10.4324/9781315177809
Schlagwörter	Schulbuch; Pluralismus; Alternativwirtschaft
Abstract	The complex economic problems of the 21st century require a pluralist, real-world oriented and innovative discipline of economics that is capable of addressing and teaching these issues to students. This volume is a state-of-the-art compilation of diverse, innovative and international perspectives on the rationales for and pathways towards pluralist economics teaching. It fosters constructive controversy aiming to incite authors and commentators to engage in fruitful debates. This volume addresses a number of key questions: Why is it important for a social science to engage in pluralistic teaching? What issues does pluralist teaching face in different national contexts? Which traditions and practices in economic teaching make pluralist teaching difficult? What makes economics as a canonical textbook science particular and how could the rigid textbook system be innovated in a meaningful way? What can we learn from school education and other social science disciplines? Through examining these issues the editors have created a pluralist but cohesive book on teaching economics in the contemporary classroom drawing from ideas and examples from around the world. Advancing Pluralism in Teaching Economics offers a valuable insight into the methodology and application of pluralist economics teaching. It will be a great resource for those teaching economics at various levels, as well as researchers.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2022/2