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Autor/inSpotton Visano, Brenda
TitelDefying the Dominant Discourse: Why Contesting Neoliberalism Needs Critical Pedagogy in Economics Education
QuelleIn: Critical Studies in Education, 60 (2019) 3, S.321-339 (19 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1750-8487
DOI10.1080/17508487.2016.1255981
SchlagwörterEconomics Education; Educational Change; Neoliberalism; Resistance to Change; College Students; Critical Thinking; Feminism; Social Justice; Politics of Education
AbstractBoth 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. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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