Skip to main content
SpringerLink
Log in

Pluralism, socioeconomics and de-coloniality

Notes from a recent Argentine experience

  • Chapter
  • First Online:
Grenzen überschreiten, Pluralismus wagen – Perspektiven sozioökonomischer Hochschullehre

Part of the book series: Sozioökonomische Bildung und Wissenschaft ((SOBIWI))

  • 1116 Accesses

Zusammenfassung

It is a well-known fact that the neoclassical school of thought dominates economic teaching. In order to provide alternatives, develop a pluralistic approach towards the teaching of economics and integrate the social and political dimensions of an economy, this paper offers some teaching tools incorporating such a pluralistic approach. The methodology is based on induction, through the experiences during the courses taught at secondary school and university degree levels. The study attempts to answer the following questions: How to start a course with a pluralistic approach in economics? What type of bibliography is relevant? What group practices are more stimulating? What complementary resources (e. g. films, videos, lectures etc.) can generate interest among students? Some of the main findings of this paper are: 1) it is fundamental to begin by surveying students’ interests; 2) it is better to resort to original authors (such as Smith, Ricardo, Marx, Marshall, Schumpeter, and Keynes) than to the textbooks; 3) programmed debates stimulate interest while suggesting alternative ways of thinking, such as role-play (different actors involved in a public policy, economists with different views on the same problem); 4) in addition to the written tests, students should be encouraged to produce knowledge through papers and essays on topics of their interest on a range of socioeconomic issues; 5) interviews and field visits broaden the perspective of students and show them that economic analysis is not simply circumscribed to academics; 6) movies are an excellent resource to address issues such as finance, crisis, labour market, international trade, core-periphery economies, among others; 7) socioeconomics, de-coloniality and pluralism are fundamental in order to provide a democratic approach.

I would like to thank Nazeef Ishtiaq, Mashudu Singo and the evaluators of this article for their important suggestions and comments. Also, I want to thank Verónica Martínez and Ignacio Amigorena, with whom I share teaching positions. As usual, they are excluded from possible mistakes or omissions.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 49.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Literatur

  • Acemoglu, D. and Robinson, J. (2012). Why Nations Fall? The Origins of Power, Prosperity, and Poverty. Chicago: Crown Publishing Group.

    Google Scholar 

  • Barrera, F. (2011) De mitos vive la ortodoxia. Relato de una experiencia de enseñanza de economía crítica. In Actas de III Jornadas sobre Enseñanza de la Economía, Universidad Nacional de General Sarmiento (UNGS), Buenos Aires, octubre.

    Google Scholar 

  • Barrera, F. (2013). Desmitificar la enseñanza de la economía en Argentina. RELACSO. Revista Estudiantil Latinoamericana de Ciencias Sociales, 3 (1), 1–21.

    Google Scholar 

  • Bartlett, R. (2012). Integrating race, gender and class. In Hoyt, G. and McGoldrick, K. (ed.), International Handbook on Teaching and Learning Economics (pp. 213–222). Northampton: Edward Elgar.

    Google Scholar 

  • Basualdo, E. (comp.), Barrera, M., Bona, L., González, M., Manzanelli, P. and Wainer, A. (2017). Endeudar y Fugar. Un análisis de la historia económica argentina de Martínez de Hoz a Macri. Buenos Aires: Siglo XXI editors.

    Google Scholar 

  • Becker, W. and Watts, M. (1996). Chalk and Talk: A National Survey on Teaching Undergraduate Economics. American Economic Review, 86 (2), 344–349.

    Google Scholar 

  • Becker, W. and Watts, M. (2000). Teaching Economics in the 21st Century. Journal of Economic Perspectives, 14 (1), 109–119.

    Google Scholar 

  • Becker, W. and Watts, M. (2001). Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk. American Economic Review, 91 (2), 446–451.

    Google Scholar 

  • Beckman, M. and Stirling, K. (2000). Promoting Critical Thinking in Economics Education. Retrieved from https://www2.ups.edu/econ/working_papers/00-5.pdf

  • Bhaduri, A. (1999). Macroeconomics. The Dynamics of Commodity Production. London: Palgrave.

    Google Scholar 

  • Bona, L. (2016). Subdesarrollo y excedente económico. Una conexión posible entre los aportes de Paul Baran y Celso Furtado. Cuadernos de Economía Crítica, 2 (4), 95–120.

    Google Scholar 

  • Brinia, V., Panagiota, K. and Stavrakouli, K. (2016). A New Teaching Method for Teaching Economics in Secondary Education. Journal of Research and Method in Education, 6 (2), 86–93.

    Google Scholar 

  • Brookfield, S. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.

    Google Scholar 

  • Bourdieu, P. (2011). Les structures sociales en économie. Paris: La Découverte.

    Google Scholar 

  • Bowles, S., Edwards, R. and Roosevelt (2005). Understanding capitalism: competition, comend and change. New York: Oxford University Press.

    Google Scholar 

  • Buraschi, S. and others (2015). La formación de los economistas en Argentina y Uruguay: la distribución de la carga horaria por áreas temáticas en nuestros planes de estudio. Cuadernos de Economía Crítica, 2 (3), 155–164.

    Google Scholar 

  • Cardoso, F. and Faletto, E. (2006). Dominación y dependencia en América Latina. Buenos Aires: Fondo de Cultura Económica.

    Google Scholar 

  • Carrasco, C. et al. (2018). Economía Feminista. Desafíos, propuestas, alianzas. Buenos Aires: Madreselva.

    Google Scholar 

  • Centro de Investigación y Desarrollo de la Educación-CIDE (1990). Técnicas participativas para la educación popular. Santiago de Chile: CIDE.

    Google Scholar 

  • Coraggio, J. (2007). Introducción. In Coraggio, J. (Org.). La Economía Social desde la Periferia: contribuciones latinoamericanas. Colección de lecturas de economía social (pp. 17-58). Buenos Aires: UNGS-Altamira Ed.

    Google Scholar 

  • De Loach, S. (2012). What every economist should know about the evaluation of teaching: a review of the literature. In Hoyt, G. and McGoldrick, K. (ed.). International Handbook on Teaching and Learning Economics (pp. 363–372). Northampton: Edward Elgar.

    Google Scholar 

  • De Santis, G., Naclerio, A. and Narodowsky, P. (2007). Pensar y hacer Macroeconomia. La Plata: Ediciones de la UNLP.

    Google Scholar 

  • Dobb, M. (1973). Theories of Value and Distribution since Adam Smith. Cambrigde: Cambridge University Press.

    Google Scholar 

  • Dornbusch, R. and Fischer, S. (1994). Macroeconomía. Madrid: MacGraw-Hill.

    Google Scholar 

  • Edwards, R. and Mac Ewan, A. (2015) La enseñanza de la economía. Un enfoque crítico de la economía: bases para un nuevo currículum. Cuadernos de Economía Crítica, 2 (3), 17–47.

    Google Scholar 

  • Emami, Z. and Davis, J. (2009). Democracy, Education and Economics. International Journal of Pluralism and Economics Education, 1/2, 37–45.

    Google Scholar 

  • Farías, C. and Balardini, F. (2018). Teaching social economics: Bringing the real world into the classroom and taking the classroom into the real world. International Journal of Social Economics, https://doi.org/10.1108/ijse-o5-2018-0253.

  • Fernández Retamar, R. (2006). Pensamiento de nuestra América. Autorreflexiones y propuestas. Buenos Aires: Consejo Latinoamericano de Ciencias Sociales (CLACSO).

    Google Scholar 

  • Forcinito, K. (2010). La enseñanza de la economía por paradigmas y en interdisciplinariedad con el resto de las ciencias sociales. Reflexiones acerca de los desafíos involucrados en la práctica docente y el proceso de aprendizaje. In Wainer, V. and Maza, G. (ed.), Primera Jornada de Enseñanza de la Economía (pp. 7–21). Malvinas Argentinas: UNGS.

    Google Scholar 

  • Freire, P. (2008). Pedagogía del oprimido. Buenos Aires: Siglo XXI editors.

    Google Scholar 

  • Furtado, C. (1978). Prefacio para una nueva economía política. Buenos Aires: Fondo de Cultura Económica.

    Google Scholar 

  • Garnett, R., Reardon, J. and Reardon, J. (2012). Pluralism in economics education. In Hoyt, G. and McGoldrick, K. (ed.). International Handbook on Teaching and Learning Economics (pp. 242–249). Northampton: Edward Elgar.

    Google Scholar 

  • Goldsmith, A. and Casey, J. (2012). The interdisciplinary approach to teaching economics. In Hoyt, G. and McGoldrick, K. (ed.), International Handbook on Teaching and Learning Economics (pp. 234–241). Northampton: Edward Elgar.

    Google Scholar 

  • Granovetter, M. (1974). Getting a job: A study of contacts and careers. Chicago: University of Chicago Press.

    Google Scholar 

  • Grosfoguel, R. (2006). La descolonización de la economía política y los estudios poscoloniales: Trasmodernidad, pensamiento fronterizo y colonialidad global. Tabula Rasa, 4 (1), 18–48.

    Google Scholar 

  • Harvey, D. (2005). A Brief History of Neoliberalism. London: Oxford.

    Google Scholar 

  • Hoyt, G. and McGoldrick, K. (ed.) (2012). International Handbook on Teaching and Learning Economics. Northampton: Edward Elgar.

    Google Scholar 

  • Institute for New Economic Thinking (2018). Retrieved from https://www.ineteconomics.org/education/young-scholars-initiative

  • International Journal of Pluralism and Economic’s Education (2019). Retrieved from https://www.inderscience.com/jhome.php?jcode=ijpee

  • Lander, E. (ed.) (2000). Colonialidad del saber. Eurocentrismo y ciencias sociales. Buenos Aires: Consejo Latinoamericano de Ciencias Sociales (CLACSO).

    Google Scholar 

  • Maden, K. and Dimand, R. (ed.) (2018). The Routledge Handbook of the History of Women’s Economic Thought. London and New York: Routledge, Taylor and Francis.

    Google Scholar 

  • Miguez, P. and Santarcangelo, J. (2010). La economía a la luz de la economía política. Wainer, V. and Maza, G.(ed.), Primera Jornada de Enseñanza de la Economía. Malvinas Argentinas: UNGS.

    Google Scholar 

  • Noyola Vázquez, J. (2009). El desarrollo económico y la inflación en México y otros países latinoamericanos. Ola financiera, 2 (3), 161–177.

    Google Scholar 

  • Pérez Orozco, A. (2014). Subversión feminista de la economía: aportes para un debate sobre el conflicto capital-vida. Madrid: Traficantes de sueños.

    Google Scholar 

  • Polanyi, K. (2001). The Great Transformation. The Political and Economic Origins of Our Time. Boston: Beacon.

    Google Scholar 

  • Portelli, H. (2011). Gramsci y el bloque histórico. Buenos Aires: Siglo XXI editors.

    Google Scholar 

  • Prebisch, R. (1981): Capitalismo periférico: crisis y transformación. Buenos Aires: Fondo de Cultura Económica.

    Google Scholar 

  • Prieto Puga Farina, R. (2013). Enseñar economía para formar conciencies cívicas y críticas. La crisis en el aula. Investigación en la escuela (IES Santiago de Compostela), 81, 57–99.

    Google Scholar 

  • Quijano, A. (2014). Colonialidad del poder, eurocentrismo y América Latina. In Consejo Latinoamericano de Ciencias Sociales, Cuestiones y horizontes: de la dependencia histórico-estructural a la colonialidad/descolonialidad del poder. Buenos Aires: Consejo Latinoamericano de Ciencias Sociales (CLACSO).

    Google Scholar 

  • Reteaching Economics (2018). Retrieved from http://reteacheconomics.org/

  • Rethinking Economics (2018). Manifesto for Curriculum Reform. Retrieved from http://www.rethinkingeconomics.org.

  • Revista de Economía Crítica (2019). Quiénes somos. Retrieved from http://www.revistaeconomiacritica.org

  • Ricardo, D. (2001): On the Principles of Political Economy and Taxation. London: Batouche Books.

    Google Scholar 

  • Robin, M. (2008). Le Monde selon Monsanto. Paris: La Découverte.

    Google Scholar 

  • Ruiz Valiente, R. (2006). Principales doctrinas del pensamiento económico. La Habana: Ediciones de la Universidad.

    Google Scholar 

  • Screpanti, E. and Zamagni, S. (1997). Panorama de historia del pensamiento económico. Barcelona: Ariel.

    Google Scholar 

  • SEC – Sociedad de Economía Crítica (2010). Documento sobre Planes de Estudio. Retrieved from http://www.sociedadeconomiacritica.org.

  • SEC – Sociedad de Economía Crítica (2014). Cuadernos de Economía Crítica 1 (1), 1–158.

    Google Scholar 

  • Steiner P. (2004). La sociologie économique. Repères: La Découverte.

    Google Scholar 

  • Tran, L. and Cahen-Fourot, L. (2015). From Terrible to Terrific Undergraduate Economics Curricula. Retrieved from https://www.ineteconomics.org/uploads/papers/TRAN-CAHEN-FOUROT.pdf.

  • Wullweber, J. (2018). Monism vs. pluralism, the global financial crisis, and the methodological struggle in the field of International Political Economy. Competition and Change, 23 (3), 287–311.

    Google Scholar 

  • Yumatle, C. (2015). Pluralism. In Gibbons, M. (ed.) The Encyclopedia of Political Thought. Harvard: Wiley & Sons. https://doi.org/10.1002/9781118474396.wbept0771

Download references

Author information

Authors and Affiliations

  1. Buenos Aires, Argentinien

    Leandro Marcelo Bona

Authors
  1. Leandro Marcelo Bona
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Leandro Marcelo Bona .

Editor information

Editors and Affiliations

  1. Pädagogische Hochschule Wien, Wien, Austria

    Christian Fridrich

  2. Universität Bielefeld, Bielefeld, Germany

    Reinhold Hedtke

  3. Cusanus Hochschule, Bernkastel-Kues, Germany

    Walter Otto Ötsch

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Bona, L.M. (2020). Pluralism, socioeconomics and de-coloniality. In: Fridrich, C., Hedtke, R., Ötsch, W. (eds) Grenzen überschreiten, Pluralismus wagen – Perspektiven sozioökonomischer Hochschullehre . Sozioökonomische Bildung und Wissenschaft. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-29642-1_8

Download citation

  • DOI: https://doi.org/10.1007/978-3-658-29642-1_8

  • Published:

  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-29641-4

  • Online ISBN: 978-3-658-29642-1

  • eBook Packages: Social Science and Law (German Language)

Publish with us

Policies and ethics

Search

Navigation