References

Websites

​Heterodox Economics Directory
http://heterodoxnews.com/hed/study-programs.html

Dollars and Sense
http://www.dollarsandsense.org/

Economics Network Tests and Exams Resources
http://www.economicsnetwork.ac.uk/teaching/exams

Virtual Classroom Experiments
http://veconlab.econ.virginia.edu/admin.htm

TRUE Heterodox Economics
http://www.economicsnetwork.ac.uk/heterodox

Rethinking Economics
http://www.rethinkeconomics.org/

Reteaching Economics
http://reteacheconomics.org/

International Student Initiative for Pluralism in Economics (ISIPE)
http://www.isipe.net/

Lars Syll blog
https://larspsyll.wordpress.com/

New Economic Perspectives
http://neweconomicperspectives.org/

Real-World Economics Review (RWER)
https://rwer.wordpress.com/

Books/articles as resources

Arestis, P. (1992). The Post-Keynesian approach to economics: an alternative analysis of economic theory and policy, Cheltenham: Edward Elgar.

Chang, H-J (2014). Economics: The user’s guide, London: Pelican.

Dollars and Sense (2016). Real World Micro: A Microeconomics Reader, Cambridge, MA: Economic Affairs Bureau. 23^rd edition.

Dow, S. (1996). The Methodology of Macroeconomic Thought, Cheltenham: Edward Elgar.

Dugger, W. (1984). An Alternative to the Great Retrenchment, Princeton, NJ: Petrocelli.

Earl, P. and Wakeley, T. (2005). Business Economics: A Contemporary Approach, London: McGraw-Hill.

Galbraith, J.K. (1958). The Affluent Society, London: Hamish Hamilton.

Galbraith, J.K. (1967). The New Industrial State, Boston: Houghton Mifflin.

Harvey, J. (2015). Contending perspectives in economics: a guide to contemporary schools of thought, Cheltenham: Edward Elgar.

Heilbroner, R. (2000). The Worldly Philosophers: The Lives, Times and Ideas of the Great Economic Thinkers, London: Penguin.

Heilbroner, R. (1997). Teachings from the Worldly Philosophy, New York: Norton.

Himmelweit, S., Simonetti, R. and Trigg, A. (2001). Microeconomics: Neoclassical and Institutionalist Perspectives on Economic Behaviour, Thomson.

Keen, S. (2011). Debunking economics: the naked emperor dethroned? London: Zed Books.

Lavoie, M. (1992). Foundations of Post-Keynesian Economic Analysis, Aldershot: Edward Elgar.

Lavoie, M. (2014). Post-Keynesian Economics: New Foundations, Cheltenham: Edward Elgar.

Littlechild, S. (1978). The Fallacy of the Mixed Economy, London: Institute of Economic Affairs.

Resnick, S. and Wolff, R. (2012). Contending economic theories: neoclassical, Keynesian and Marxian, Cambridge, MA: MIT Press.

Rubin, R. (2002). ‘Diminishing Marginal Productivity in Class’, Resources for Economics Teaching, Vol. 2004, Chapel Hill.

Schneider, G., Knoedler, J. and Sackrey, C. (2005). Introduction to Political Economy, Cambridge, MA: Economic Affairs Bureau.

Shaikh, A. (2016). Capitalism: competition, conflict, crises, New York: Oxford University Press.

Smith, Adam (1976 [1776]). An Inquiry into the Nature and Causes of the Wealth of Nations, Oxford: Clarendon.

Snowdon, B., Vane, H. and Wynarczyk, P. (1998). A Modern Guide to Macroeconomics: An Introduction to Competing Schools of Thought, Cheltenham: Edward Elgar.

Stretton, H. (1999). Economics: A New Introduction, London: Pluto.

Tomer, J. (2001). ‘Economic Man vs. Heterodox Men: the Concepts of Human Nature in Schools of Economic Thought’, Journal of Socio-Economics, 30: 281–293. DOI 10.1016/S1053-5357(01)00100-7

Articles on comparative approach

Amin, R. and Haneef, M. (2011). ‘The quest for better economics graduates: reviving the pluralist approach in the case of the International Islamic University, Malaysia’, International Journal of Pluralism and Economics Education, 2 (1): 96-113. DOI 10.1504/IJPEE.2011.039906

Barone, C. (1991). ‘Contending Perspectives: Curricular Reform in Economics’, Journal of Economic Education, 22: 15–26. DOI 10.1080/00220485.1991.10844694

Barone, C. (2011). ‘Contending perspectives at a liberal arts college: a 25-year perspective’, International Journal of Pluralism and Economics Education, 2 (1): 19-38. DOI 10.1504/IJPEE.2011.039901

Bridges, D. (1992). ‘Enterprise and Liberal Education’, Journal of Philosophy of Education, 26 (1): 91–8. DOI 10.1111/j.1467-9752.1992.tb00267.x

Clarke, P. and Mearman, A. (2003). ‘Why Marxist Economics Should be Taught But Probably Won’t be!’, Capital and Class, 79: 55–80. DOI 10.1177/030981680307900105

Cooper, B. and Ramey, E. (2014). ‘Pluralism at work: alumni assess an economics education’, International Review of Economics Education, 16 (part B): 63-72. DOI 10.1016/j.iree.2013.07.002

Earl, P. (2000). ‘Indeterminacy in the Economics Classroom’, in S. Boehm, S. Frowen and J. Pheby (eds.) Economics as an Art of Thought: Essays in Memory of GLS Shackle, London: Routledge.

Garnett, R. and Mearman, A. (2011). ‘Contending perspectives, 20 years on: what have our students learned?’ International Journal of Pluralism and Economics Education, 2 (1): 2-18. DOI 10.1504/IJPEE.2011.039900

Harvey, J. (2011). ‘Student attitudes to economic pluralism: survey-based evidence’, International Journal of Pluralism and Economics Education, 2 (3): 270-290. DOI 10.1016/j.iree.2013.07.002

Knoedler, J. and Underwood, D. (2003). ‘Teaching the Principles of Economics: A Proposal for a Multiparadigmatic Approach’, Journal of Economic Issues, 37 (3): 697–725. DOI 10.1080/00213624.2003.11506610

Lapidus, J. (2011). ‘But which theory is right? Economic pluralism, developmenetal epistemology and uncertainty’, International Journal of Pluralism and Economics Education, 2 (1): 82-95. DOI 10.1504/IJPEE.2011.039905

Lautzenheiser, M. and Yasar, Y. (2005). ‘Teaching macroeconomics by bringing Marx into the classroom’, Review of Radical Political Economics, 37 (3): 329-339. DOI 10.1177/0486613405278159

Mavroudeas, S. (2013). ‘Teaching political economy and Marxism at an introductory level: a view from Greece’, International Journal of Pluralism and Economics Education, 4 (3): 282-295. DOI 10.1504/IJPEE.2013.058262

Mearman, A., Shoib, G., Wakeley, T. and Webber, D. (2011). ‘Does pluralism in economics education make better educated, happier students? A qualitative analysis’ International Review of Economics Education, 10 (2): 50-62. DOI 10.1016/S1477-3880(15)30029-3

Morgan, J. (2014). ‘Necessary pluralism in the economics curriculum: the case for heterodoxy’. Royal Economics Society Newsletter, 167, pp.14-17.

Morgan, J., Philp, B., Cronin, B., Bigo, V., Chick, V., Desai, R., Ekeland, A., Freeman, A., Hermann, A., Lee, F., Mearman, A., Negru, I., Olsen, W., Reardon, J., and Wells, J. (2014). ‘Pluralism, Heterodoxy, and the Prospects for a New Economics Curriculum: Assessing the Potential of INET,‘What’s the Use of Economics”, and the CORE Project’ available at researchgate.net

Nelson, J. (2011). ‘Broader questions and a bigger toolbox: A problem-centered and student-centered approach to teaching pluralist economics’

O'Donnell, R. (2009). ‘Economic pluralism and skill formation: adding value to students, economies and societies’, in R. Garnett, E. Olsen and M. Starr (Eds.) Economic Pluralism, London: Routledge.

PCES (2014). Economics, Education and Unlearning, Manchester: Post Crash Economics Society

Resnick, S. and Wolff, R. (2011). ‘Teaching economics differently by comparing contesting theories’, International Journal of Pluralism and Economics Education, 2 (1): 57-68. DOI 10.1504/IJPEE.2011.039903

Warnecke, T. (2009). ‘Teaching globalisation from a feminist pluralist perspective’. International Journal of Pluralism and Economics Education, 1 (1-2): 93-107. DOI 10.1504/IJPEE.2009.028968

Other books/articles cited

Arnsperger, C. and Varoufakis, Y. (2006). ‘What Is Neoclassical Economics? The three axioms responsible for its theoretical oeuvre, practical irrelevance and, thus, discursive power’, Post-Autistic Economics Review, 38.

Becker, W. (2004). ‘Economics for a Higher Education’, International Review of Economics Education, 3 (1): 52–62. DOI 10.1016/S1477-3880(15)30145-6

Bowles, S. and Gintis, H. (1976). Schooling in capitalist America (Vol. 57). New York: Basic Books.

Bowles, S. and Gintis, H. (1985). ‘The Production Process in a Competitive Economy: Walrasian, neo-Hobbesian and Marxian Models’, American Economic Review, 75 (1): 16–36. JSTOR 1812702

Bridges, A. and Hartmann, H. (1975). ‘Pedagogy by the oppressed’, Review of Radical Political Economics, 6 (4): 75-79. DOI 10.1177/048661347500600408

Colander, D., Holt, R. and Rosser, B. (2004). ‘The Changing Face of Mainstream Economics’, Review of Political Economy, 16 (4): 485–499. DOI 10.1080/0953825042000256702

Coyle, D. (Ed.) (2012). What’s the use of economics? Teaching the dismal science after the crisis, London: London Publishing Partnership.

Coyle, D. and Wren-Lewis, S. (2015). ‘A note from Diane Coyle and Simon Wren-Lewis’, Royal Economic Society Newsletter, April

Earle et al (2016). The Econocracy: the perils of leaving economics to the experts, Manchester: University of Manchester Press.

Ford, E., Leclerc, D. and Ford, E. (2007). ‘A constructivist learning approach to unemployment’, Review of Radical Political Economics, 39 (3): 329-334. DOI 10.1177/0486613407305280

Forsythe, F. (2010). ‘Problem-based learning’, Handbook for Economics Lecturers, Bristol: Economics Network.

Fourcade, M., Ollion, E., and Algan, Y. (2015). ‘The Superiority of Economists’, Journal of Economic Perspectives, 29 (1): 89-114. DOI 10.1257/jep.29.1.89

Freire, P. (1970). Pedagogy of the Oppressed, New York: Continuum.

Friedman, M. (1953). ‘The Methodology of Positive Economics’, in Essays in Positive Economics, Chicago: University of Chicago Press.

Fullbrook, E. (Ed.) (2003). The crisis in economics. London: Routledge.

Garnett, R. (2005). ‘Whither Heterodoxy?’, Post-Autistic Economics Review, 34.

Harvey, J. (2014). ‘Teaching Keynes’ business cycle: an extension of Paul Davidson’s capital market model’, Journal of Post Keynesian Economics, 36 (4): 589-606. DOI 10.2753/PKE0160-3477360401

Hodgson, G. (2001). How Economics Forgot History: The Problem of Specificity in Social Science, London: Routledge.

hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom

James, H. (2012). ‘Finance is history!’ in Coyle, D. (Ed.) (2012). What’s the use of economics? Teaching the dismal science after the crisis, London: London Publishing Partnership.

Hodgson, G. , Maki, U., McCloskey, D. (1992). ‘A plea for pluralistic and rigorous economics’, American Economic Review, 82 (2) xxv. JSTOR 2117465

Kramer, B. (2007). ‘Participatory learning in introductory economics’, Review of Radical Political Economics, 39 (3): 322-328. DOI 10.1177/0486613407305279

Lawson, T. (1997). Economics and Reality, London: Routledge.

Lawson, T. (2003). Reorienting Economics, London: Routledge.

Lawson, T. (2013). ‘What is this ‘school’ called neoclassical economics?’, Cambridge Journal of Economics, 37 (5): 947-983. DOI 10.1093/cje/bet027

Mearman, A. (2012). ‘”Heterodox economics” and the problems of classification’. Journal of Economic Methodology, 19 (4): 407-424. DOI 10.1080/1350178X.2012.742201

Mearman, A. (2014). ‘How should economics curricula be evaluated?’, International Review of Economics Education, 16: 73-86. DOI 10.1016/j.iree.2013.07.001

Meyer, J. H. F. and Land, R. (2005). ‘Threshold concepts and troublesome knowledge (2) Epistemological considerations and a conceptual framework for teaching and learning’, Higher Education, 49, pp. 373–388. DOI 10.1007/s10734-004-6779-5

Ozanne, A. (2016). Power and neoclassical economics: a return to political economy in the teaching of economics, London: Palgrave.

Perry, W. G. (1970). Forms of intellectual development in the college years. New York: Holt.

Peterson, J. and McGoldrick, K. (2009). ‘Pluralism and economic education: a learning theory approach. International Review of Economics Education, 8 (2): 72-90. DOI 10.1016/S1477-3880(15)30067-0

Potts, J. (2000). The New Evolutionary Microeconomics: Complexity, Competence and Adaptive Behaviour, Cheltenham: Edward Elgar.

QAAHE (2015). Subject benchmark statement: Economics, Bristol: HEFCE

Ramsden, D. (2015). Address to the event 'Revisiting the state of the economics curriculum', Bank of England, March 2015.

Rose, N. (2005). ‘Engaged pedagogy and political economy’, Review of Radical Political Economics, 37 (3): 341-345. DOI 10.1177/0486613405279031

Runesson, U. (2005). ‘Beyond Discourse and Interaction. Variation: A Critical Aspect for Teaching and Learning Mathematics’, Cambridge Journal of Education, 35 (1): 65–87. DOI 10.1080/0305764042000332506

Salemi, M. (2005). ‘Teaching Economic Literacy: Why, What, and How?’, International Review of Economics Education, 4 (2): 46–57. DOI 10.1016/S1477-3880(15)30132-8

Siegfried, J.J., Bartlett, R.L., Hansen, W.L., Kelley, A.C., McCloskey, D.N. and Tietenberg, T.H. (1991). ‘The status and prospects of the economics major’, The Journal of Economic Education, 22 (3): 197-224. DOI 10.1080/00220485.1991.10844710

Spencer, D. (2009). The Political Economy of Work, Routledge, London, 2009.

Sutton, J. (2000). Marshall’s Tendencies: What Can Economists Know?, Cambridge, MA: MIT Press.

Tetlock, P. (2005) Expert Political Judgment: How Good Is It? How Can We Know? Princeton University Press. ISBN 9780691123028

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