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What’s wrong with secondary school economics and how teachers can make it right - Methodological critique and pedagogical possibilities

Brant, JW; (2015) What’s wrong with secondary school economics and how teachers can make it right - Methodological critique and pedagogical possibilities. Journal of Social Science Education , 14 (4) pp. 7-16. 10.2390/jsse-v14-i4-1391. Green open access

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Abstract

In the wake of current world financial crisis serious efforts are being made to rethink the dominant economic assumptions. There is a growing movement in universities to make economics more relevant and to embrace an understanding of diverse models. Additionally, philosophical schools such as critical realism have provided new tools for thinking about economics. However, not much attention has been paid to relate these developments to school economics and this paper aims to respond to this need. It is about economics as a discipline, school economics and issues pertaining to the teaching and learning of school economics. Mainstream economists focus predominately on static neo-classical models that are poor predictors of the future and do not even adequately explain current states of affairs. I argue that conceptualised differently, economics can be seen as a social science, concerned with understanding the often conflicting values, interests, and capacities of large numbers of individuals operating within the constraints of limited resources. In line with this orientation, I recommend that economics teachers start engaging in exploring the purpose of economics and adopt an interactive pedagogy that seeks to explain the world in which we live.

Type: Article
Title: What’s wrong with secondary school economics and how teachers can make it right - Methodological critique and pedagogical possibilities
Open access status: An open access version is available from UCL Discovery
DOI: 10.2390/jsse-v14-i4-1391
Publisher version: http://dx.doi.org/10.4119/UNIBI/jsse-v14-i4-1391
Language: English
Additional information: Distributed under the Creative Commons Attribution-Non-Derivative 4.0 International License (CC-BY-ND), as described at http://creativecommons.org/licenses/by-nd/4.0/. This license permits non-commercial use, including reproduction and distribution of the article provided the original author and source are credited. If you remix, transform, or build upon the material, you may not distribute the modified material.
Keywords: Economics, methodology, pedagogy, curriculum, critical realism, financial crisis, moral philosophy
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1475843
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