Beyond chalk and talk: a feminist-Austrian dialogue

Robert F. Garnett Jr.

International Journal of Pluralism and Economics Education, 2015, vol. 6, issue 2, 151-164

Abstract: Despite its limited efficacy, 'chalk and talk' remains the default pedagogy in undergraduate economics. Chalk and talk's persistence is partially a rhetorical problem, a failure to persuade economics educators that expert-centred pedagogies are philosophically inconsistent with assumptions and theories they hold dear as economists. In this article, I examine and contrast two counterexamples drawn from the literature of feminist pedagogy and the emerging discourse of Austrian pedagogy. Extending the de facto feminist-Austrian dialogue to the broader conversation of economics education, I argue that critical masses of mainstream and heterodox economists are already committed to (or could be persuaded to adopt) the ends and means of liberal education. The discovery of pedagogical confluences between ostensibly discordant schools of economic thought (feminist and Austrian, heterodox and mainstream) suggests that reflexive pedagogy - rendering explicit the theoretical precepts embedded in educational practices - may offer an effective way to foster pedagogical innovation.

Keywords: economics education; chalk and talk; reflexive pedagogy; feminist economics; feminist pedagogy; sage on stage; expert-centred; Friedrich Hayek; Austrian economics; Austrian pedagogy; liberal education; reflective judgement; critical thinking; higher education; feminism; pedagogical innovation. (search for similar items in EconPapers)
Date: 2015
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.inderscience.com/link.php?id=72591 (text/html)
Access to full text is restricted to subscribers.

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:ids:ijplur:v:6:y:2015:i:2:p:151-164

Access Statistics for this article

More articles in International Journal of Pluralism and Economics Education from Inderscience Enterprises Ltd
Bibliographic data for series maintained by Sarah Parker ().