Against ‘economic man’: A feminist challenge to prevailing neoclassical norms in K-12 economics education

Shanks, Neil

doi:10.1080/00933104.2019.1647904

Cited by 12 publications

(4 citation statements)

References 66 publications

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“…Then, learning competencies that were classified as enduring were retained and considered as most essential learning competencies (Department of Education, 2020b; cf. Shanks, 2019). But it was noted that a significant number of competencies from the 2016 curriculum guides were removed as they were said to be not enduring while some competencies were rephrased to be more concise (Department of Education, 2020b).…”

Section: Economics Education In the Philippinesmentioning

confidence: 99%

“…Justice-oriented citizens should be critical about political, social, and economic structures in order to improve society and solve social problems (Khalil, 2021). Recent studies, on the other hand, have suggested pluralistic or multicultural citizenship, which are interwoven with critical democratic citizenship (Mathews and Dilworth, 2008; Knowles, 2018; Rodriguez, 2018; Shanks, 2019; Falkner and Payne, 2021). Critical democratic citizenship discourages memorization of facts and develops students to become problem solvers and active citizens who are committed to help improve society (Mathews and Dilworth, 2008; Saada, 2013; Gibson, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Dizon

2022

Citizenship, Social and Economics Education

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This study describes the integration of citizenship education into the K to 12 Junior High School Economics curriculum in the Philippines. Content analysis of the 2016 Curriculum Guide Learning Competencies (CGLCs) and 2020 Most Essential Learning Competencies (MELCs) for Social Studies was conducted to determine the alignment of the Economics curriculum with liberal individualist and civic republican conceptions of citizenship. Gaps that need to be addressed in the alignment of Economics learning competencies with citizenship education were explicated. Results of the study show that the Junior High School Economics curriculum integrates liberal individualist and civic republican conceptions of citizenship. However, civic-oriented outcomes like wastong pagbabayad ng buwis (correct payment of taxes) and bayanihan spirit (communal unity) need to be explicitly stated to ensure that these essential outcomes will not be missed out in the unpacking of the learning competencies.

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Section: Economics Education In the Philippinesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Dizon

2022

Citizenship, Social and Economics Education

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“…Feminist economics offer new insights and perspectives that counter the masculine domiance of economics (Shanks, 2019) This section points readers to Black women economists past and present who are engaged in important equity work.…”

Section: Which Economists?mentioning

confidence: 99%

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Adams

2022

The Journal of Social Studies Research

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The article investigates the contentious relationship between economics and social studies and considers the extent to which the dominant narratives and methodological approaches in economics are compatible with ambitious views of equity in civics education. Tensions between social studies and economics are described. These include differing views on the role of government, democracy, and equality, as well as economics' "imperious mindset" (Heilbroner, 1991, p. 463). After identifying these tensions, the article devotes significant space to recent scholarship that can bridge the civics-economics divide and introduce the kind of equity work being called for in social studies education.

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“…However, in analyses that control for the ranking of the person's Ph.D. institution and/or the ranking of the employing institution, women either have similar rates of publication (Kahn, 1995;Broder, 1993a) or have higher rates of publication (Kolpin and Singell, 1993). 4 In other words, the key point of gender divergence is in education and background before the start of an academic career.…”

Section: Publicationsmentioning

confidence: 99%

Women in the Economics Profession

1999

The Elgar Companion to Feminist Economics

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he early 1970s was a watershed for women in many academic fields, including economics. As the feminist revolution swept through the nation and government pressure to equalize employment opportunities in the workplace increased, academia began to evaluate its own performance and attitudes toward women. In 1971, an informal women's caucus got a series of resolutions passed at the AEA Annual Meeting by proposing them unexpectedly and stacking the meeting with supporters. As part of these resolutions, the AEA set up the Committee on the Status of Women in the Economics Profession (CSWEP). The committee was ad hoc at first, but later changed to a standing committee. Its mandate was to ferret out the facts on discrimination against women in economics and to make "recommendations for affirmative action." The resolution even called for CSWEP and the AEA to use these facts in amicus curiae briefs in discrimination complaints or suits, although CSWEP has never chosen to exercise this option.Since that time, women have made great inroads in the economics profession. Far more women are represented at each level of the profession. Salary differentials between the sexes have fallen. Awareness has increased. Yet the percentage of women among full professors remains only 4 percent. It seems apt at this point, more than two decades later, to reassess the economics profession's record on women. Just as physicians are sometimes admonished to heal themselves, economists should presumably be able to do a better job than other academic specialties of measuring and understanding gender differences within our own labor market.The growth in the proportion of new Ph.D.'s awarded to women during the '70s and '80s is shown in Table 1. Despite this growth, the proportion of doctorates

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Against ‘economic man’: A feminist challenge to prevailing neoclassical norms in K-12 economics education

Cited by 12 publications

References 66 publications

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Women in the Economics Profession

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