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Review of Tavasci & Ventimiglia (eds.) Teaching the History of Economic Thought (2018)
Journal Article
Guizzo, D. (2018). Review of Tavasci & Ventimiglia (eds.) Teaching the History of Economic Thought. History of Economic Ideas, XXVI(2), 192

Daniela Tavasci and Luigi Ventimiglia, two scholars from the School of Economics and Finance at Queen Mary University of London (uk), edited a volume that brings together the contributions of economics educators to the teaching of the history of eco... Read More about Review of Tavasci & Ventimiglia (eds.) Teaching the History of Economic Thought.

Teaching to think: Challenges and suitability of teaching inequality topics in a business school (2018)
Journal Article
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. https://doi.org/10.1504/IJPEE.2018.10013524

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... Read More about Teaching to think: Challenges and suitability of teaching inequality topics in a business school.

Financialisation and development: How can emerging economies catch up? (2018)
Report
Guizzo, D., Strachman, E., Dalto, F., & Feijo, C. (2018). Financialisation and development: How can emerging economies catch up?

The influences of financialisation over emerging economies have drawn significant attention on whether these nations are able or not to overcome its constraints and promote satisfactory development levels. The possibilities for overcoming financial d... Read More about Financialisation and development: How can emerging economies catch up?.

Whither political economy? Evaluating the CORE project as a response to calls for change in economics teaching (2018)
Journal Article
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

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 crit... Read More about Whither political economy? Evaluating the CORE project as a response to calls for change in economics teaching.

Is UK economics teaching changing? Evaluating the new subject benchmark statement (2018)
Journal Article
Mearman, A., Guizzo, D., & Berger, S. (2018). Is UK economics teaching changing? Evaluating the new subject benchmark statement. Review of Social Economy, 76(3), 377-396. https://doi.org/10.1080/00346764.2018.1463447

© 2018, © 2018 The Association for Social Economics. 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 confide... Read More about Is UK economics teaching changing? Evaluating the new subject benchmark statement.

Keynes, Foucault and the 'disciplinary complex': A contribution to the analysis of work (2018)
Journal Article
Guizzo, D., & Stronge, W. (2018). Keynes, Foucault and the 'disciplinary complex': A contribution to the analysis of work

Economists often agree that productivity and wealth levels rose sharply until the 2008 crash, particularly in the developed world (see inter alia Piketty & Saez, 2013; OECD, 2015). Such prosperity, however, still has not caused a significant reductio... Read More about Keynes, Foucault and the 'disciplinary complex': A contribution to the analysis of work.