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