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Teaching the economics of immigration: A “significant learning” approach

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  • Monica Galizzi
  • Kristin Gallas

Abstract

Immigration is a topic of great concern in public opinion, but there is extremely limited analysis of how to teach it at the post-secondary level. The authors of this article developed a lesson plan to explain this topic in an upper-level labor economics class, using Fink’s categories of significant learning, building on students’ individual experiences to develop theoretical understanding, data literacy, and awareness of normative analysis. The plan includes reflection on personal histories, data analysis, role-playing, and debating activities. This approach can be implemented in other economics courses with the goal of increasing relevance, inclusiveness, and students’ sense of “belonging” in the discipline.

Suggested Citation

  • Monica Galizzi & Kristin Gallas, 2026. "Teaching the economics of immigration: A “significant learning” approach," The Journal of Economic Education, Taylor & Francis Journals, vol. 57(2), pages 207-222, April.
    • Handle: RePEc:taf:jeduce:v:57:y:2026:i:2:p:207-222
    DOI: 10.1080/00220485.2026.2619586
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