“Starting Points Matter”: Humanizing Economics Pedagogy through New Economic Paradigms

Shanks, Neil

doi:10.1080/00377996.2020.1757600

Cited by 13 publications

(9 citation statements)

References 56 publications

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“…As well as offering a valuable pedagogical resource upon which both technical and normative discussions about our current money system among academics, activists, and students can be based, (e.g. Neveu 2020 ; Shanks 2020 ), the original visual figures and explanations developed here also provide a basis for theoretical debates about the tensions and contradictions between different theorists’ interpretations. “ Guiding the creation of private credit for sustainable ends?…”

Section: Discussion: the Relationship Between Money Creation And Sust...mentioning

confidence: 99%

“…The article is based on a comprehensive analysis of technical documents and sociological writings on money and sustainability, especially with respect to the UK’s money creation system, and it attempts to integrate this evidence into one unified figure and narrative. The development of this figure, alongside the explanation of the processes at work, is aligned with broader efforts to use metaphors, diagrams, and visual frames to re-frame the way we understand the world of money and finance (Shanks 2020 ). " Heterodox theories of money creation: three different institutional emphases " summarizes how three different heterodox strands of thinking offer alternative, but overlapping explanations of money creation.…”

Section: Introduction: the Under-analysis Of Money Creation And Its I...mentioning

confidence: 99%

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Towards an institutional “landscape” view of modern money creation mechanisms and some reflections on their ecological significance

Hook

2023

Sustain Sci

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In recent years, a number of different strands within heterodox economic thinking have successfully provided more empirically robust and sociologically informed analyses of how money gets created. However, there is a tendency within these analyses to discuss the different money creation theories and institutional practices in isolation, inhibiting a broader audience from grasping the whole institutional picture. By integrating contemporary heterodox theories and the latest empirical evidence, this article therefore attempts to develop a “landscape” view of modern money creation that visualizes and explains the different ways that modern money is created. It suggests that, while it is ultimately only commercial banks that can “create” new bank deposits in customers’ accounts, this may be initiated by one of three institutional mechanisms: by customers “borrowing new money into existence” when commercial banks make loans; by central banks creating new money when they purchase assets such as government bonds from investors; and by the government “spending new money into existence”. The article also reflects on how a clearer institutional understanding of these processes may be helpful in improving our overall capacity to think about how money creation may better serve current urgent social and environmental needs, especially in the post-COVID-19 context.

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Section: Discussion: the Relationship Between Money Creation And Sust...mentioning

confidence: 99%

Section: Introduction: the Under-analysis Of Money Creation And Its I...mentioning

confidence: 99%

Towards an institutional “landscape” view of modern money creation mechanisms and some reflections on their ecological significance

Hook

2023

Sustain Sci

View full text Add to dashboard Cite

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“…The section builds on critical approaches to teaching and learning economics (King & Finley, 2015; Marri et al, 2011; Miller, 1993; Myers & Stocks, 2010; Neumann, 2012, 2014; Shanks, 2018; Sober, 2017; Vickery et al, 2015). Because “starting points matter” (Shanks, 2020b, p. 296), the resources below are intended to give social studies educators a preview of “the outcome of thinking like an economist through new and marginalized perspectives” (Shanks, 2020a, p. 31). Moreover, the approaches described below can help bridge divides between civics and economics while countering the individualistic paradigms that can also be endemic to mainstream civics education (Chiodo & Martin, 2005; Wan, 2014).…”

Section: Toward An Equity-oriented Economic Educationmentioning

confidence: 99%

“…Institutions are “prevalent patterns of thought that impact the structure, operation and consequences of all processes in societies” (Pouncy, 2002b, p. 844). Predicated on the institution as the organizing principle of society, institutionalist economics provides an alternative to neoclassical analyses that focus on the individual (Shanks, 2020b). Focusing on individual acts of rational market behavior obscures power structures and naturalizes oppression (Hamilton & Darrity, 2017; Leiman, 2010).…”

Section: Toward An Equity-oriented Economic Educationmentioning

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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“…Como animales sociales dependemos de la interacción con los grupos y macrogrupos que, a su vez, están directamente influidos por la cultura de su espacio-tiempo. Por tanto, los relatos del yo se subordinan a la cultura (Maryanski, 1997;Sumner & King;Azhar, 2020;Datu & Restubog, 2020;Modai-Snir & Van-Ham, 2020;Shanks, 2020).…”

Section: Identidad Personal Y Narratividadunclassified

Sexualización de niñas en redes sociales: la necesidad de inteligencia semántica en Instagram

2021

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Instagram es la red social favorita de los millennials. Sus normas comunitarias prohíben los desnudos, salvo en casos de mastectomías, lactancia materna, cuadros y esculturas. Su inteligencia artificial solo detecta porcentajes de piel en fotografías. Al no poseer inteligencia semántica, sus algoritmos no descubren otras formas de hipersexualización. En este subterfugio, niñas y chicas muestran sus cuerpos vestidos y cosificados, con uniformes escolares, rodeadas de elementos infantiles. Recrean el mito de Lolita y consiguen millones de seguidores. Este trabajo describe este oscuro fenómeno para investigar: los hashtags que emplean esa nueva forma de pornografía no censurable por los algoritmos; las percepciones objetivas y subjetivas de esas fotografías; y una propuesta de intervención en materia de género. El trabajo contiene dos fases: una exploración bibliográfica longitudinal, que ahonda en Instagram y sus condiciones de uso, la identidad personal y narratividad, y la inteligencia semántica para leer fotografías; y una indagación que correlaciona la reciprocidad de los hashtags, su denotación normal y su connotación hipersexualizada. Los resultados se ordenan en torno a dos modalidades: niñas que no tienen edad legal para tener una cuenta y chicas que sí tienen edad legal para tener una cuenta. La parte cuantitativa recoge: etiqueta, nombre de la cuenta, país y seguidores. La parte cualitativa explora: descripción de los elementos de las fotografías, significados normales y significados pornográficos implícitos. Se concluye que es necesario: detectar otros hashtags que describan otras pornografías; ampliar esta prospectiva internacionalmente; extrapolar esta investigación a otras redes sociales, como YouTube y TikTok; compartir los resultados con las redes sociales y las Fuerzas y Cuerpos de Seguridad; monitorizar el uso de las redes sociales por parte de los progenitores; formación en los entornos educativos; adquisición de inteligencia semántica por parte de las redes sociales y de los menores.

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“Starting Points Matter”: Humanizing Economics Pedagogy through New Economic Paradigms

Cited by 13 publications

References 56 publications

Towards an institutional “landscape” view of modern money creation mechanisms and some reflections on their ecological significance

Towards an institutional “landscape” view of modern money creation mechanisms and some reflections on their ecological significance

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

Sexualización de niñas en redes sociales: la necesidad de inteligencia semántica en Instagram

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