Is UK economics teaching changing? Evaluating the new subject benchmark statement

This paper evaluates the recent reform to the curricular governance framework for UK Economics teaching: the revised Subject Benchmark Statement document for Economics (SBSE). The crisis of confidence in economics which was amplified by the global financial crisis presented an opportunity for fundam...

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Published inReview of social economy Vol. 76; no. 3; pp. 377 - 396
Main Authors Mearman, Andrew, Guizzo, Danielle, Berger, Sebastian
Format Journal Article
LanguageEnglish
Published Chicago Routledge 03.07.2018
Taylor & Francis, Ltd
Taylor & Francis LLC
Subjects
Curriculum
Economic crisis
Economic theory
Economics
educational philosophy
Ethics
Governance
International finance
Multiculturalism & pluralism
pluralism
Politics
Power
Reforms
Sociopolitical factors
subject benchmark statement in economics
Teaching
Trust
United Kingdom > UK
Online AccessGet full text
ISSN0034-6764
1470-1162
DOI10.1080/00346764.2018.1463447

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Abstract This paper evaluates the recent reform to the curricular governance framework for UK Economics teaching: the revised Subject Benchmark Statement document for Economics (SBSE). The crisis of confidence in economics which was amplified by the global financial crisis presented an opportunity for fundamental change in economics teaching. The paper asks whether the new SBSE represents change. We ask whether the new SBSE is pluralist with regard to economic theory and method; how it treats the economy and its wider socio-political dimension; what are its educational goals and approach; and overall, how much change has it brought? The paper concludes that the new SBSE does not constitute change: it still exhibits limited pluralism, ignores ethics, power and politics and ignores key educational goals.
AbstractList This paper evaluates the recent reform to the curricular governance framework for UK Economics teaching: the revised Subject Benchmark Statement document for Economics (SBSE). The crisis of confidence in economics which was amplified by the global financial crisis presented an opportunity for fundamental change in economics teaching. The paper asks whether the new SBSE represents change. We ask whether the new SBSE is pluralist with regard to economic theory and method; how it treats the economy and its wider socio-political dimension; what are its educational goals and approach; and overall, how much change has it brought? The paper concludes that the new SBSE does not constitute change: it still exhibits limited pluralism, ignores ethics, power and politics and ignores key educational goals.
Author Mearman, Andrew
Guizzo, Danielle
Berger, Sebastian
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  organization: Accounting, Economics and Finance Department, University of the West of England
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SubjectTerms Curriculum
Economic crisis
Economic theory
Economics
educational philosophy
Ethics
Governance
International finance
Multiculturalism & pluralism
pluralism
Politics
Power
Reforms
Sociopolitical factors
subject benchmark statement in economics
Teaching
Trust
Title Is UK economics teaching changing? Evaluating the new subject benchmark statement
URI https://www.tandfonline.com/doi/abs/10.1080/00346764.2018.1463447
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