Bringing the classroom to the real world: Field trips to marginalized neighborhoods

EeCheng Ong and Timothy Wong

The Journal of Economic Education, 2023, vol. 54, issue 3, 267-280

Abstract: The authors incorporate experiential learning into three courses: Urban Economics, Labor Economics, and the Economics of Inequality. Students visit neighborhoods that, while geographically proximate, remain outside most students’ day-to-day experiences, such as a legal red-light district that is also home to low-wage immigrant workers and a public rental housing estate whose residents were recently relocated. These location-oriented field trips raise a confluence of themes, such as poverty and crime, that relate to and beyond the authors’ courses. Students’ written reflections provide evidence that they are able to: (i) identify economic concepts within the lived realities of communities; (ii) recognize the assumptions and validity of economic models; and (iii) contextualize and reevaluate the costs and benefits to the economic agents whom they model in the classroom.

Date: 2023
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220485.2023.2200409 (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:taf:jeduce:v:54:y:2023:i:3:p:267-280

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/VECE20

DOI: 10.1080/00220485.2023.2200409

Access Statistics for this article

The Journal of Economic Education is currently edited by William Walstad

More articles in The Journal of Economic Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().