Mearman, A orcid.org/0000-0003-0601-8060, Guizzo, D and Berger, S (2018) Is UK economics teaching changing? Evaluating the new subject benchmark statement. Review of Social Economy, 76 (3). pp. 377-396. ISSN 0034-6764
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | (c) 2018 The Association for Social Economics. This is an Accepted Manuscript of an article published by Taylor & Francis in Review of Social Economy on 11 May 2018, available online: https://doi.org/10.1080/00346764.2018.1463447 |
Keywords: | Curriculum; ethics; subject benchmark statement in economics; pluralism; educational philosophy |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Business (Leeds) > Economics Division (LUBS) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 31 May 2018 10:45 |
Last Modified: | 11 Nov 2019 01:40 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/00346764.2018.1463447 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:131493 |