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Paying the Bills Is Not Just Theory: Service Learning about a Living Wage

Author

Listed:
  • Nina Banks

    (Economics Department, Bucknell University, Lewisburg, PA 17837, USA, nbanks@bucknell.edu)

  • Geoffrey Schneider

    (Economics Department, Bucknell University, Lewisburg, PA 17837, USA, gschnedr@bucknell.edu)

  • Paul Susman

    (Geography Department, Bucknell University, Lewisburg, PA 17837, USA, susman@bucknell.edu)

Abstract

This article discusses how to combine service learning, and specifically a living wage research project, with radical political economy-based undergraduate economics courses to promote critical thinking, civic engagement, and active learning in students. The authors explore how instructors can integrate service learning into the teaching of political economy. In addition, the article describes the authors’ experiences with living wage projects that they have implemented. The article makes the argument that the combination of experiential learning and political economics enriches the course experience for students significantly, leaving a much more lasting impression on students than a standard economics class.

Suggested Citation

  • Nina Banks & Geoffrey Schneider & Paul Susman, 2005. "Paying the Bills Is Not Just Theory: Service Learning about a Living Wage," Review of Radical Political Economics, Union for Radical Political Economics, vol. 37(3), pages 346-356, September.
    • Handle: RePEc:sae:reorpe:v:37:y:2005:i:3:p:346-356
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    Citations

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    Cited by:

    1. Paul Susman, 2009. "Transformation through the Brigades," Forum for Social Economics, Taylor & Francis Journals, vol. 38(2-3), pages 247-262, January.
    2. Janice Peterson & KimMarie McGoldrick, 2009. "Pluralism and Economic Education: a Learning Theory Approach," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(2), pages 72-90.
    3. 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.
    4. Robert Garnett & Andrew Mearman, 2011. "Contending Perspectives, Twenty Years On: What Have Our Students Learned?," Working Papers 201104, Texas Christian University, Department of Economics.
    5. Robert Garnett & John Reardon, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201102, Texas Christian University, Department of Economics.
    6. Paul Susman, 2009. "Transformation through the Brigades," Forum for Social Economics, Springer;The Association for Social Economics, vol. 38(2), pages 247-262, July.
    7. 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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