Is UK economics teaching changing? Evaluating the new subject benchmark statement

Andrew Mearman, Danielle Guizzo and Sebastian Berger

Review of Social Economy, 2018, vol. 76, issue 3, 377-396

Abstract: This paper evaluates the recent reform to the curricular governance framework for UK Economics teaching: the revised Subject Benchmark Statement document for Economics (SBSE). The crisis of confidence in economics which was amplified by the global financial crisis presented an opportunity for fundamental change in economics teaching. The paper asks whether the new SBSE represents change. We ask whether the new SBSE is pluralist with regard to economic theory and method; how it treats the economy and its wider socio-political dimension; what are its educational goals and approach; and overall, how much change has it brought? The paper concludes that the new SBSE does not constitute change: it still exhibits limited pluralism, ignores ethics, power and politics and ignores key educational goals.

Date: 2018
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DOI: 10.1080/00346764.2018.1463447

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