Teaching Heterodox Economics in a Feminist Perspective by Using Students’ Written Diaries on Consumption

Abstract

ABSTRACT Teaching heterodox economics, under a feminist perspective, involves motivating students to add complexity to human nature, to critically reflect on the social nature of economic processes, and to recognize the coexistence of several models, challenging the mainstream idea of the existence of only one economic model, that of rational choice. This paper argues that the use of students’ written diaries can serve as a useful feminist pedagogical tool for reaching these learning goals. Students’ written diaries on daily consumption allow them to create a more inclusive learning environment engaging all students in ‘practicing’ economics and helping them to understand the implications of unrealistic theoretical hypotheses, empirically ascertaining that consumers’ choices could not be explained as a process of optimization but as a social process where identities, social values and norms should be considered.