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Toward Decolonizing and Feminist Pedagogies in Transforming Economics Classrooms

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  • Michelle Monique Meixieira Groenewald
  • Caro Carl Janse van Rensburg

Abstract

Organizing around changing economics curricula has been gaining momentum. Where there has been less emphasis is on the pedagogical front, which focuses on how we change the way we teach economics. We enter this conversation by asking how decolonizing and feminist pedagogies can be used toward transforming economics classrooms. We analyze this question through the lens of three prominent problems in economics: the lack of engagement with power, the insularity of economics, and the overreliance of formalistic economic modeling. We argue that by flattening power hierarchies, letting students co-create and co-lecture, and centering the importance of different knowledges, we open new possibilities for radical pedagogy in the economics discipline. JEL Classification: A20, B54, A14

Suggested Citation

  • Michelle Monique Meixieira Groenewald & Caro Carl Janse van Rensburg, 2025. "Toward Decolonizing and Feminist Pedagogies in Transforming Economics Classrooms," Review of Radical Political Economics, Union for Radical Political Economics, vol. 57(3), pages 610-630, September.
    • Handle: RePEc:sae:reorpe:v:57:y:2025:i:3:p:610-630
    DOI: 10.1177/04866134251348949
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    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • B54 - Schools of Economic Thought and Methodology - - Current Heterodox Approaches - - - Feminist Economics
    • A14 - General Economics and Teaching - - General Economics - - - Sociology of Economics

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