Pedagogical pluralism in undergraduate urban economics education

Franklin Obeng-Odoom

International Review of Economics Education, 2019, vol. 31, issue C, -

Abstract: Although it is widely held that pedagogical pluralism could transform urban economics education, to date, it remains unclear how urban economics students actually experience pluralism. Drawing on a range of evidence, including subject outlines, surveys, and student debates, this paper shows that pedagogical pluralism in urban economics education could substantially enhance the quality of student learning in terms of developing their critical thinking skills, increasing their awareness of, and strengthening their personal commitment to social justice. Pedagogical pluralism in urban economics education could, therefore, contribute to nurturing a new cadre of economists whose repertoire of concerns includes citizenship.

Keywords: Economics education; Urban economics; Political economy (search for similar items in EconPapers)
Date: 2019
References: Add references at CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S1477388017300713
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:31:y:2019:i:c:2

DOI: 10.1016/j.iree.2019.100158

Access Statistics for this article

International Review of Economics Education is currently edited by Guest, Ross

More articles in International Review of Economics Education from Elsevier
Bibliographic data for series maintained by Catherine Liu ().