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Teaching Ecological and Feminist Economics in the Principles Course


  • Julie Nelson
  • Neva Goodwin


It can be difficult to incorporate ecological and feminist concerns into introductory courses, when one is also obliged to teach neoclassical analysis. In this essay we briefly describe how one might extend existing “multi-paradigmatic” approaches to feminist and ecological concerns, and then present an new alternative approach that may be more suitable for some students. This “broader questions and bigger toolbox” approach can be applied in both microeconomics and macroeconomics introductory classrooms.

Suggested Citation

  • Julie Nelson & Neva Goodwin, 2009. "Teaching Ecological and Feminist Economics in the Principles Course," Forum for Social Economics, Taylor & Francis Journals, vol. 38(2-3), pages 173-187, January.
  • Handle: RePEc:taf:fosoec:v:38:y:2009:i:2-3:p:173-187
    DOI: 10.1007/s12143-009-9033-1

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    References listed on IDEAS

    1. Nelson, Julie A., 1992. "Gender, Metaphor, and the Definition of Economics," Economics and Philosophy, Cambridge University Press, vol. 8(01), pages 103-125, April.
    2. Ferber, Marianne A. & Nelson, Julie A. (ed.), 2003. "Feminist Economics Today," University of Chicago Press Economics Books, University of Chicago Press, number 9780226242064.
    3. Goodwin, Neva R., 2003. "Five Kinds of Capital: Useful Concepts for Sustainable Development," Working Papers 15595, Tufts University, Global Development and Environment Institute.
    4. repec:mes:jeciss:v:37:y:2003:i:3:p:697-725 is not listed on IDEAS
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    Cited by:

    1. Julie A. Nelson, 2012. "Poisoning the Well, or How Economic Theory Damages Moral Imagination," GDAE Working Papers 12-07, GDAE, Tufts University.
    2. Nelson, Julie A., 2012. "Poisoning the Well, or How Economic Theory Damages Moral Imagination," Working Papers 179107, Tufts University, Global Development and Environment Institute.

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