IDEAS home Printed from https://ideas.repec.org/a/sae/reorpe/v50y2018i1p194-204.html
   My bibliography  Save this article

From Challenging the Text to Constructing It in a Large Economics Classroom: Revealing the Not-So-Common Sense of the Capitalist Mode of Production

Author

Listed:
  • Brenda Spotton Visano

Abstract

This paper recounts a large class teaching process designed to encourage student critique, debate, and engagement. It focuses on an example of one in-class, small group exercise of negotiating ownership claims on a capital good and its output. The communal outcomes that students themselves negotiate contradict their prior taken-for-granted belief in the “rightness†of the capitalist mode of production and offer the class an opportunity to reflect on principles of fairness in resource distribution. JEL Classification: A13, A22, B51

Suggested Citation

  • Brenda Spotton Visano, 2018. "From Challenging the Text to Constructing It in a Large Economics Classroom: Revealing the Not-So-Common Sense of the Capitalist Mode of Production," Review of Radical Political Economics, Union for Radical Political Economics, vol. 50(1), pages 194-204, March.
    • Handle: RePEc:sae:reorpe:v:50:y:2018:i:1:p:194-204
    DOI: 10.1177/0486613416665829
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/0486613416665829
    Download Restriction: no
    File URL: https://libkey.io/10.1177/0486613416665829?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Charles E. Scott & John J. Siegfried, 2019. "American Economic Association Universal Academic Questionnaire Summary Statistics," AEA Papers and Proceedings, American Economic Association, vol. 109, pages 590-592, May.
    2. Geoffrey Schneider, 2009. "Teaching Heterodox Economics: Introduction to the Special Issue," Forum for Social Economics, Taylor & Francis Journals, vol. 38(2-3), pages 91-96, January.
    3. Michael Watts & Georg Schaur, 2011. "Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(3), pages 294-309, July.
    4. Janice Peterson, 2013. "Economics Education after the Crisis: Pluralism, History, and Institutions," Journal of Economic Issues, Taylor & Francis Journals, vol. 47(2), pages 401-410.
    5. Robert F. Garnett, Jr., 2009. "Rethinking The Pluralist Agenda In Economics Education," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(2), pages 58-71.
    6. Geoffrey Schneider, 2010. "Democratizing the Classroom: Sequencing Discussions and Assignments to Promote Student Ownership of the Course," Review of Radical Political Economics, Union for Radical Political Economics, vol. 42(1), pages 101-107, March.
    7. Mark Lautzenheiser & Yavuz Yasar, 2005. "Teaching Macroeconomics by Bringing Marx into the Classroom," Review of Radical Political Economics, Union for Radical Political Economics, vol. 37(3), pages 329-339, September.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ronald G. Ehrenberg, 2012. "American Higher Education in Transition," Journal of Economic Perspectives, American Economic Association, vol. 26(1), pages 193-216, Winter.
    2. Cawley, John & Morrisey, Michael A., 2007. "The earnings of U.S. health economists," Journal of Health Economics, Elsevier, vol. 26(2), pages 358-372, March.
    3. Catherine Y. Co & Jonna Holland, 2019. "Teaching International Microenterprise Development: An Interdisciplinary Experiential Learning Approach," Journal of Economics Teaching, Journal of Economics Teaching, vol. 4(1), pages 27-39, May.
    4. Tang, Tommy, 2019. "Perceptions of assessment demands in economics," Economic Analysis and Policy, Elsevier, vol. 62(C), pages 80-90.
    5. Daniel S. Hamermesh, 2013. "Six Decades of Top Economics Publishing: Who and How?," Journal of Economic Literature, American Economic Association, vol. 51(1), pages 162-172, March.
    6. Rita A. Balaban & Donna B. Gilleskie & Uyen Tran, 2016. "A quantitative evaluation of the flipped classroom in a large lecture principles of economics course," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 269-287, October.
    7. John T. Dalton & Andrew J. Logan, 2022. "Teaching and learning Schumpeter: A dialogue between professor and student," The Review of Austrian Economics, Springer;Society for the Development of Austrian Economics, vol. 35(2), pages 235-256, June.
    8. Anna Maximova & Steve Muchiri & Mihai Paraschiv, 2023. "A Stroll Down the Dollar Street: Teaching Per-Capita GDP Using Internationally Comparable Photographs," Journal of Economics Teaching, Journal of Economics Teaching, vol. 8(2), pages 87-113, May.
    9. Cynthia Harter & Georg Schaur & Michael Watts, 2015. "School, department, and instructor determinants of teaching methods in undergraduate economics courses," Southern Economic Journal, John Wiley & Sons, vol. 81(4), pages 1169-1188, April.
    10. Jonathan Guest, 2015. "Reflections on ten years of using economics games and experiments in teaching," Cogent Economics & Finance, Taylor & Francis Journals, vol. 3(1), pages 1115619-111, December.
    11. Pedro Albarrán & Raquel Carrasco & Javier Ruiz-Castillo, 2017. "Are Migrants More Productive Than Stayers? Some Evidence From A Set Of Highly Productive Academic Economists," Economic Inquiry, Western Economic Association International, vol. 55(3), pages 1308-1323, July.
    12. Terence tai-leung Chong & Cally Choi & Benjamin Everard, 2009. "Who will win the Nobel Prize?," Economics Bulletin, AccessEcon, vol. 29(2), pages 1107-1116.
    13. Jennifer Imazeki, 2015. "Getting Students to Do Economics: An Introduction to Team-Based Learning," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 21(4), pages 399-412, November.
    14. Ishuan Li & Robert Simonson, 2016. "Capstone senior research course in economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(2), pages 161-167, April.
    15. Matthew C. Rousu, 2018. "Using Show Tunes to Teach about Free (and Not-So-Free) Markets," Journal of Private Enterprise, The Association of Private Enterprise Education, vol. 33(Winter 20), pages 111-128.
    16. Muhammad Asali, 2019. "A tale of two tracks," Education Economics, Taylor & Francis Journals, vol. 27(3), pages 323-337, May.
    17. Raquel Carrasco & Javier Ruiz-Castillo, 2019. "Spatial mobility in elite academic institutions in economics: the case of Spain," SERIEs: Journal of the Spanish Economic Association, Springer;Spanish Economic Association, vol. 10(2), pages 141-172, June.
    18. 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.
    19. Andy Denis, 2013. "Pluralism in economics education," Chapters, in: Jesper Jespersen & Mogens Ove Madsen (ed.), Teaching Post Keynesian Economics, chapter 5, pages 88-105, Edward Elgar Publishing.
    20. Lombardini, Chiara & Lakkala, Minna & Muukkonen, Hanni, 2018. "The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs," International Review of Economics Education, Elsevier, vol. 29(C), pages 14-28.

    More about this item

    Keywords

    heterodox economics; critical pedagogy; economics education;
    All these keywords.

    JEL classification:

    • A13 - General Economics and Teaching - - General Economics - - - Relation of Economics to Social Values
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • B51 - Schools of Economic Thought and Methodology - - Current Heterodox Approaches - - - Socialist; Marxian; Sraffian

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:reorpe:v:50:y:2018:i:1:p:194-204. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: http://www.urpe.org/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.