Defying the Dominant Discourse: Why Contesting Neoliberalism Needs Critical Pedagogy in Economics

Abstract

This paper argues that economics as the engine of neoliberalism needs critical pedagogy. As exists currently, both the dominant narrative in the economics discipline and the predominant mode of delivery of an economics education mutually reinforce the authority of neoliberalism. The purpose of this paper is to develop the argument that in addition to a pluralist curriculum, and more than simply broadening teaching practices, a counterhegemonic pedagogy is necessary for equipping students with the knowledge they need to exercise their own judgment as future economists, business leaders and policy makers. Beyond opening discussions of alternative theoretical and methodological approaches or diversifying modes of delivery to promote critical thinking, an economics education engaging critical pedagogy will create the space students need to discuss not only the different assumptions about material relations and individual behavior intrinsic to various economic models but the assumed social relations in both the models studied and the construction of which knowledge defines economics as a field of study.