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.
Highlights
In proclaiming that he wished not to write his nation’s laws but its economics textbooks, Paul Samuelson recognised the importance of the governance of economics curricula
This paper has explored the revision of the UK Subject Benchmark Statement document for Economics (SBSE), an opportunity for economics to demonstrate the major curricular change that was demanded by students (Earle, et al 2016), government and the wider public
Seemingly it goes even less far than does the CORE Project, in terms of updating the curriculum, or Besley et al (2015)’s recommendations that much greater explicit attention be paid to interdisciplinarity, politics and history
Summary
In proclaiming that he wished not to write his nation’s laws but its economics textbooks, Paul Samuelson recognised the importance of the governance of economics curricula. Knoop (1972) argued for greater prominence of values in economics teaching Such calls have been reinforced, since the global financial crisis highlighted the role of questionable professional ethics in precipitating it. While Mearman et al (forthcoming) acknowledge that CORE represents an improvement to predecessor curricula, they evaluate it as not meeting the students’ demands Another key mechanism through which teaching can change is via official curriculum governance frameworks. The SBSE does not deliver greater pluralism Nor does it seek to integrate ethics, power, politics and society into economics teaching. It promotes instrumental rather than ‘liberal’ education, and pays little explicit heed to educational philosophy. One such outcome could be to significantly squeeze space for the principles valued by social economy even further
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