Skip to main content

Research Repository

Advanced Search

Recharting the History of Economic Thought: Approaches to and student experiences of the introduction of pluralist teaching in an undergraduate economics curriculum

Deane, Kevin; Van Waeyenberge, Elisa; Maxwell, Rachel

Recharting the History of Economic Thought: Approaches to and student experiences of the introduction of pluralist teaching in an undergraduate economics curriculum Thumbnail


Authors

Kevin Deane

Rachel Maxwell



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.

Citation

Deane, K., Van Waeyenberge, E., & Maxwell, R. (2019). Recharting the History of Economic Thought: Approaches to and student experiences of the introduction of pluralist teaching in an undergraduate economics curriculum. International Journal of Pluralism and Economics Education, 10(2), 137-154. https://doi.org/10.1504/IJPEE.2019.101724

Journal Article Type Article
Acceptance Date Dec 12, 2017
Online Publication Date Aug 15, 2019
Publication Date Aug 15, 2019
Deposit Date Jan 12, 2018
Publicly Available Date Jan 12, 2018
Journal International Journal of Pluralism and Economics Education
Print ISSN 1757-5648
Electronic ISSN 1757-5656
Publisher Inderscience
Peer Reviewed Peer Reviewed
Volume 10
Issue 2
Pages 137-154
DOI https://doi.org/10.1504/IJPEE.2019.101724
Keywords Heterodox economics; pluralism; flipped classroom; History of Economic Thought; pedagogy; curriculum reform; student experiences
Related Public URLs https://www.inderscience.com/info/ingeneral/forthcoming.php?jcode=ijpee

Files





You might also like



Downloadable Citations