Decolonising and Decarbonising the Economics Curriculum: An Exploration of Synergies

Alexandra Arntsen (), Helen Puntha () and Melanie Gayana Welaratne ()
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Alexandra Arntsen: Nottingham Trent University, Department of Economics
Helen Puntha: University of London, School of Health and Medical Sciences, City St George’s
Melanie Gayana Welaratne: Nottingham Trent University, Centre for Academic Development and Quality

A chapter in Decarbonising and Decolonising Economics, 2026, pp 131-154 from Springer

Abstract: Abstract Current and future generations are facing multiple challenges in the form of climate change, ecological deterioration, and social inequalities. These interconnected issues are associated with costs which are only expected to increase over time. This has implications for higher education which needs to equip graduates with decarbonisation and decolonisation frameworks to tackle the complexities of the twenty-first century. This chapter pays attention to the way the economics curriculum can empower practitioners and learners to become changemakers capable of designing solutions for environmental and injustice crises.

Keywords: Economics curriculum; Decolonisation; Decarbonisation; Education for sustainable development (ESD) (search for similar items in EconPapers)
Date: 2026
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DOI: 10.1007/978-3-032-11972-8_7

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