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Abstract
This paper outlines an innovative redesign of a course on the History of Economic Thought, which acted as a vehicle for exposing students to different theoretical traditions and engaging them in critical reflections on neoclassical economics. It also presents findings from a research project conducted with economics students at the University of Northampton, UK, that aimed to understand their experiences of the redesign. We reflect on the pedagogical challenges highlighted by students and its implications for (re)designing the economics curriculum. Our findings challenge arguments commonly deployed against the introduction of pluralist teaching, including that there is no appetite for this in the broader student population; that students would fail to engage with such an approach; that they fear a negative impact on employability, and that alternative economic approaches should only be introduced at an advanced level.
Original language | English |
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Pages (from-to) | 137-154 |
Number of pages | 18 |
Journal | International Journal of Pluralism and Economics Education |
Volume | 10 |
Issue number | 2 |
Early online date | 15 Aug 2019 |
DOIs | |
Publication status | E-pub ahead of print - 15 Aug 2019 |
Keywords
- Heterodox economics
- pluralism
- flipped classroom
- History of Economic Thought
- pedagogy
- curriculum reform
- student experiences
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Dive into the research topics of 'Recharting the History of Economic Thought: approaches to and student experiences of the introduction of pluralist teaching in an undergraduate economics curriculum'. Together they form a unique fingerprint.Activities
- 1 Oral presentation
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Introducing Pluralist Teaching into the Economics Curriculum at Undergraduate Level: Reflections and Future Research
Deane, K. (Speaker), van Waeyenberge, E. (Speaker) & Maxwell, R. (Speaker)
19 Nov 2014Activity: Academic Talks or Presentations › Oral presentation › Research