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Teaching to think: Challenges and suitability of teaching inequality topics in a business school

Guizzo, Danielle; Takala-Greenish, Lotta



This article explores the teaching of inequality in economics through two case studies. By employing a critical pedagogical approach that discusses non-dominant forms of knowledge, we demonstrate how two inequality topics – gender and trade – provide a platform for rethinking standard forms of economic and social knowledge. A detailed analysis of two modules, Political Economy and International Trade and Multinational Business, reveals an openness and interest in real world examples and active learning methods. Through these, student responses indicate an emerging acceptance and positive response to topics of inequality as the basis for critical thinking. Nevertheless, students also indicate frustration with the difficulty in matching the real world to current theoretical frameworks, and the uncertainty that critical pedagogical approaches point to. The findings also suggest that improved knowledge of different empirical approaches may be useful to focus student interest and address areas of frustration during the process of learning.


Guizzo, D., & Takala-Greenish, L. (2018). Teaching to think: Challenges and suitability of teaching inequality topics in a business school. International Journal of Pluralism and Economics Education, 9(1/2), 106-127.

Journal Article Type Article
Acceptance Date Dec 15, 2017
Publication Date Jun 1, 2018
Journal International Journal of Pluralism and Economics Education
Print ISSN 1757-5648
Publisher Inderscience
Peer Reviewed Peer Reviewed
Volume 9
Issue 1/2
Pages 106-127
Keywords teaching economics, inequality, critical pedagogy, educational philosophy, pluralism, political economy, gender, international trade, labour, real world examples
Public URL
Publisher URL
Additional Information Additional Information : This is the author's accepted manuscript. The final published version is available at


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