Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis
Andrew Mearman (),
Gamila Shoib and
Don Webber ()
Additional contact information
Tim Wakeley: Griffith University
Gamila Shoib: Griffith University
International Review of Economic Education, 2011, vol. 10, issue 2, 50-62
This paper contributes to the debate on pluralism in the economics curriculum. Here pluralism means a diversity of theoretical perspectives. One set of pedagogical arguments for pluralism are those found in 'liberal' philosophy of education. To this end, the first part of the paper presents arguments for pluralism based on 'liberal' pedagogical arguments. The paper also notes more instrumental arguments for pluralism and the barriers to such an approach. Finally, the paper considers new primary evidence from focus groups on student perceptions of economics. This evidence shows support for the arguments that a pluralist curriculum is popular and develops cognitive capacities of criticism, comparison and analysis â€“ exactly those argued for in (liberal) pedagogical discussion â€“ as well as judgement, understanding and writing skills. However, pluralism as a teaching strategy may be more difficult for those delivering it.
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3) Track citations by RSS feed
Downloads: (external link)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:che:ireepp:v:10:y:2011:i:2:p:50-62
Ordering information: This journal article can be ordered from
Access Statistics for this article
More articles in International Review of Economic Education from Economics Network, University of Bristol University of Bristol, BS8 1HH, United Kingdom. Contact information at EDIRC.
Bibliographic data for series maintained by Martin Poulter ().