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Recharting the history of economic thought: approaches to and student experiences of the introduction of pluralist teaching in an undergraduate economics curriculum

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  • Kevin Deane
  • Elisa Van Waeyenberge
  • Rachel Maxwell

Abstract

This paper outlines an innovative redesign of a course on the history of economic thought, which acted as a vehicle for exposing students to different theoretical traditions and engaging them in critical reflections on neoclassical economics. It also presents findings from a research project conducted with economics students at the University of Northampton, UK, that aimed to understand their experiences of the redesign. We reflect on the pedagogical challenges highlighted by students and its implications for (re)designing the economics curriculum. Our findings challenge arguments commonly deployed against the introduction of pluralist teaching, including that there is no appetite for this in the broader student population; that students would fail to engage with such an approach; that they fear a negative impact on employability, and that alternative economic approaches should only be introduced at an advanced level.1

Suggested Citation

  • Kevin Deane & Elisa Van Waeyenberge & Rachel Maxwell, 2019. "Recharting the history of economic thought: approaches to and student experiences of the introduction of pluralist teaching in an undergraduate economics curriculum," International Journal of Pluralism and Economics Education, Inderscience Enterprises Ltd, vol. 10(2), pages 137-154.
    • Handle: RePEc:ids:ijplur:v:10:y:2019:i:2:p:137-154
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    Cited by:

    1. Ingrid Harvold Kvangraven & Surbhi Kesar, 2021. "Standing in the Way of Rigor? Economics’ Meeting with the Decolonizing Agenda," Working Papers 2110, New School for Social Research, Department of Economics.
    2. Sarah F. Small, 2023. "Infusing Diversity in a History of Economic Thought Course: An Archival Study of Syllabi and Resources for Redesign," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 276-311, June.

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