Abstract
This study explores Latin American perspectives on heterodox economic development by analyzing 23 development economics syllabi and conducting 37 semi-structured interviews with educators and students. Using a Foucauldian framework and an Archaeology of Knowledge approach, this research uncovers regional viewpoints and variations in course content. Results highlight the dominance of the neoclassical paradigm in syllabi and diverse opinions on development. This study provides nuanced insights into the coexistence of orthodox and heterodox paradigms in Latin America, revealing complex dynamics and power relations within economic education and the broader discourse on development in the region.
Published Version
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