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Teaching globalisation from a feminist pluralist perspective

Author

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  • Tonia Warnecke

Abstract

Pluralist teaching encourages students to develop critical thinking skills to their fullest potential. This article presents guidelines for a globalisation course taught from a feminist pluralist perspective by the author during the fall of 2008. The article discusses course objectives, assessment tools and the inherent challenges in developing and teaching such a course. It also includes the full syllabus. The author concludes that the benefits of teaching from a pluralist perspective are immensely rewarding for both student and teacher.

Suggested Citation

  • Tonia Warnecke, 2009. "Teaching globalisation from a feminist pluralist perspective," International Journal of Pluralism and Economics Education, Inderscience Enterprises Ltd, vol. 1(1/2), pages 93-107.
    • Handle: RePEc:ids:ijplur:v:1:y:2009:i:1/2:p:93-107
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    Citations

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    Cited by:

    1. Robert Garnett & Andrew Mearman, 2011. "Contending Perspectives, Twenty Years On: What Have Our Students Learned?," Working Papers 201104, Texas Christian University, Department of Economics.
    2. Robert Garnett & John Reardon, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201102, Texas Christian University, Department of Economics.
    3. Zohreh Emami, 2013. "Teaching and learning for economic life," Chapters, in: Deborah M. Figart & Tonia L. Warnecke (ed.), Handbook of Research on Gender and Economic Life, chapter 6, pages 77-90, Edward Elgar Publishing.
    4. Robert F. Garnett & Jack Reardon, 2011. "Pluralism in Economics Education," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 23, Edward Elgar Publishing.

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