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Whither political economy? Evaluating the CORE project as a response to calls for change in economics teaching

Mearman, Andrew; Guizzo, Danielle; Berger, Sebastian

Authors

Andrew Mearman



Abstract

This article offers a critique of a major recent initiative in economics teaching: the CORE project. CORE emerged in the wake of the global financial crisis, which was also something of a crisis for economics. The article deploys four evaluative criteria to pose four questions of CORE that address the demands of the student movement. CORE claims to be innovative and responsive to criticism. However, the article concludes that its reforms are relatively minor and superficial. CORE, like curricula that preceded the global financial crisis, still exhibits limited pluralism, ignores power and politics, and ignores key educational goals. Despite its opportunity to do so, CORE has not opened up space within economics for the teaching of political economy.

Journal Article Type Article
Publication Date May 23, 2018
Journal Review of Political Economy
Print ISSN 0953-8259
Electronic ISSN 1465-3982
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 30
Issue 2
Pages 241-259
APA6 Citation Mearman, A., Guizzo, D., & Berger, S. (2018). Whither political economy? Evaluating the CORE project as a response to calls for change in economics teaching. Review of Political Economy, 30(2), 241-259. https://doi.org/10.1080/09538259.2018.1426682
DOI https://doi.org/10.1080/09538259.2018.1426682
Keywords CORE project, curriculum, economics, educational philosophy, political economy, pluralism
Publisher URL https://doi.org/10.1080/09538259.2018.1426682
Additional Information Additional Information : This is an Accepted Manuscript of an article published by Taylor & Francis in Review of Political Economy on 23 May 2018, available online: http://www.tandfonline....0/09538259.2018.1426682

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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Review of Political Economy on 23 May 2018, available online: https://doi.org/10.1080/09538259.2018.1426682







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