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

Abstract

Abstract This paper considers the implications of the neoclassical dominant narrative in economics education and conceptualizes specific responses that teachers and teacher educators can take to promote a humanizing economics pedagogy. I briefly describe alternative economic paradigms and contrast them with neoclassical fundamentals. Then, I include economic lesson ideas to showcase ways to teach traditional economic content in ways that attend to neoclassicism but expand the potential of the discipline into new paradigms. By interrogating the fundamentals of neoclassical economics, students and teachers of economics can use these new economic paradigms to foster a counternarrative that is more critical and humanizing and can help address the prevailing themes of an era marked by systemic oppression.