Teaching Economic Inequality: Pluralistic Knowledge and Learning Dispositions

Nick Drydakis

No 1853, GLO Discussion Paper Series from Global Labor Organization (GLO)

Abstract: This study examines whether pluralistic teaching is associated with students' learning dispositions. The data are drawn from an economic inequality course delivered at an English university between 2016 and 2025. A new scale capturing pluralistic knowledge of economic inequality is developed around six principles: structural and relational ontology; epistemic pluralism and situated knowledge; intersectional and decolonial analysis; normative commitment to justice, equity and transformation; methodological diversity and grounded inquiry; and engaged scholarship and evidence-informed policymaking. The results show that, after completing the course, students reported higher levels of pluralistic knowledge of economic inequality and stronger learning dispositions relating to critical thinking, epistemic curiosity, civic engagement, self-efficacy and social justice. Pluralistic knowledge of economic inequality is also positively associated with these learning dispositions. In addition, both pluralistic knowledge and learning dispositions are positively associated with academic performance in course assessments. These findings are relevant to educators, curriculum designers and policymakers seeking to strengthen students' analytical, ethical and civic capacities in engaging with socio-economic phenomena.

Keywords: Pluralism; Pluralistic teaching; Economics education; Economic inequality; Critical thinking; Civic engagement; Epistemic curiosity; Social justice orientation; Curriculum design; Grades (search for similar items in EconPapers)
JEL-codes: A20 A23 B50 D63 I24 I28 Z13 (search for similar items in EconPapers)
Date: 2026
New Economics Papers: this item is included in nep-hpe and nep-pke
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:glodps:1853

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