Toward Decolonizing and Feminist Pedagogies in Transforming Economics Classrooms

Michelle Monique Meixieira Groenewald and Caro Carl Janse van Rensburg

Review of Radical Political Economics, 2025, vol. 57, issue 3, 610-630

Abstract: Organizing around changing economics curricula has been gaining momentum. Where there has been less emphasis is on the pedagogical front, which focuses on how we change the way we teach economics. We enter this conversation by asking how decolonizing and feminist pedagogies can be used toward transforming economics classrooms. We analyze this question through the lens of three prominent problems in economics: the lack of engagement with power, the insularity of economics, and the overreliance of formalistic economic modeling. We argue that by flattening power hierarchies, letting students co-create and co-lecture, and centering the importance of different knowledges, we open new possibilities for radical pedagogy in the economics discipline. JEL Classification: A20, B54, A14

Keywords: economics teaching and pedagogy; decolonizing economics; feminist pedagogy; feminist economics; decolonizing pedagogy (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:reorpe:v:57:y:2025:i:3:p:610-630

DOI: 10.1177/04866134251348949

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