What Kind of Economic Citizen?: An Analysis of Civic Outcomes in U.S. Economics Curriculum and Instruction Materials

Self Cite

In our previous work (Crowley & Swan, 2018), we extended the three citizenship categories (personally responsible, participatory, justice-oriented) created by Westheimer and Kahne into the realm of economic citizenship. In doing so, we added a fourth citizenship archetype: the discerning economic citizen. In a comment on our original article, Cameron (2018) suggested that the discerning economic citizen is not a distinct archetype, but rather a foundational aspect of all elements of economic citizenship. Herein, we provide greater foundation for our decision to separate out the discerning economic citizen.

Section: Introductionsupporting

confidence: 53%

“…

…”

mentioning

confidence: 99%

What Kind of Economic Citizen? A Response

Crowley¹,

Swan²

2018

Self Cite

“…Whether it's strictly economic or whether it's the type of participation they're going to have as a member of society, whether just democratic or just a human" (interview, 6/16/17). This quote demonstrates the only response to a direct question about the purpose of economics that indicated a belief in the function of economics as a part of democratic citizenship, despite the a relatively extensive body of literature on the subject [5,6,81,82]. Importantly, it took the introduction of an article that explored the intersection of critical pedagogy and economics [61] to prompt a range of responses that began to talk about the purpose of economics in terms of understanding the past, and as informing an active citizenship.…”

Section: Economics (Only) Now: the Conspicuous Absence Of Economics Imentioning

confidence: 97%

“…History [2], and to a lesser extent other disciplines under the social studies umbrella, receive far more research attention than economics [3]. This is a problem given the potential for economics education to prepare students for social roles [4] or for the informed decision-making necessary for citizenship [1,5,6].…”

Section: Introductionmentioning

confidence: 99%

Economics (Only) Now: The Temporal Limitations of Economics as Part of a Critical Social Studies Pedagogy

Shanks

2019

This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies education practice that seeks to analyze society, understand the past, and take action for a better future. Unfortunately, limited familiarity and content knowledge inhibit a broader application of the function of economics. Social studies teacher education must purposefully integrate economics content into the exploration of the past and a discussion of future action for justice in order to combat prevailing content knowledge issues in preservice teachers and to help them reconcile their purpose for teaching social studies through economics.

“…In a recent paper, Crowley and Swan (2018) [6] present a set of four "archetypes" of economic citizen that may be interpreted as different conceptions of the informed or responsible economic citizen that economics educators could aspire for their students to become. The categorisation developed by Crowley and Swan (hereafter CS) builds on an earlier paper by Westheimer and Kahne (2004) [7].…”

mentioning

confidence: 99%

What Kind of Economic Citizen? A Comment

Cameron

2018

Crowley and Swan (2018) proposed a categorisation of economic citizenship, in which they extend earlier work to include a new type, the discerning economic citizen. I argue that the discerning economic citizen is not a distinct type from the other three (the personally responsible economic citizen, the participatory economic citizen, and the justice oriented economic citizen). The underlying idea of whether an economic citizen is discerning or not instead represents a different dimension across which the goals of economics education could be conceptualised.