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Defying the dominant discourse: why contesting neoliberalism needs critical pedagogy in economics education

Defying the dominant discourse: why contesting neoliberalism needs critical pedagogy in economics education

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Defying the dominant discourse: why contesting neoliberalism needs critical pedagogy in economics education

critical studies in education book cover

Both 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, written by Brenda Spotton Visano argues that a counter hegemonic 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. 

Year of book publication: 2019
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Author: Brenda Spotton Visano
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