Teaching political economy: Curriculum and pedagogy

Abstract

The teaching of political economy offers an alternative, and a challenge, to conventional economics education. Its emphasis on the competing currents of economic thought, and their association with rival political philosophies, adds complexity to the subject. However, this engagement with controversial issues creates more intellectual excitement than a narrow, ‘technical’ treatment of orthodox economic analysis. There is also more scope for students to link their own personal experiences with the broader concerns of political economy. The competing ‘schools of thought’ approach in political economy provides opportunities for students to debate controversial issues. Significant challenges remain: whether to adopt a ‘problem-oriented’ or ‘system-oriented’ approach, a historical or contemporary perspective, a heterodox economics approach or a broader interdisciplinary approach, and how to avoid the need for ‘suspension of disbelief’ in studying competing economic theories. Careful consideration of the relationship between curriculum and pedagogy is needed.