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Contending perspectives, 20 years on: what have our students learned?

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  • Robert F. Garnett Jr.
  • Andrew Mearman

Abstract

The authors examine the pluralism of Barone (1991) through the lens of subsequent developments in the pluralist economics literature, particularly the shift from teacher-centred to student-centred conceptions of education and the growing demands for evidence to demonstrate student achievement of stated learning goals. This contextual frame opens the door to a fresh appraisal of Barone's 'contending perspectives' model, both as a landmark contribution to pluralist education and as a touchstone for future efforts to reach beyond conventional heterodox/mainstream boundaries in order to expand the liberal education mission of undergraduate economics.

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Bibliographic Info

Article provided by Inderscience Enterprises Ltd in its journal Int. J. of Pluralism and Economics Education.

Volume (Year): 2 (2011)
Issue (Month): 1 ()
Pages: 2-18

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Handle: RePEc:ids:ijplur:v:2:y:2011:i:1:p:2-18

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Web page: http://www.inderscience.com/browse/index.php?journalID==319

Related research

Keywords: Barone; contending perspectives; contending economic perspectives; heterodox; liberal education; pluralism; evidence; student-centred learning; pluralist economics; pluralist education; economics education; undergraduate economics; higher education.;

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Cited by:
  1. Andrew Mearman & Aspasia Papa & Don Webber, 2014. "Why do Students Study Economics?," Economic Issues Journal Articles, Economic Issues, vol. 19(1), pages 119-147, March.
    • Andrew Mearman & Aspasia Papa & Don J. Webber, 2013. "Why do students study economics?," Working Papers 20131303, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.

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