Andrew Mearman
Biographic Data
| ID | 703913 |
|---|---|
| NAME | Andrew Mearman |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Mearman |
| SIGNATURE | MEARMAN A |
| AFFILIATIONS | University of the West of England |
| ORCID | 0000-0003-0601-8060 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 69 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“How Did You Get the Change to Stick?”—exploring a Change Process in a UK University Via Co-evolution
This conceptual paper considers change processes in universities via a reflexive account of a case of the transformation of welcome, induction and transition (WIT) provision at a large UK university to support student orientation, undertaken in response to the COVID-19 pandemic. The paper presents a narrative from the perspective of co-evolution, an approach developed in natural science but applicable to large, complex institutional settings, cha…
Introduction to the Special Issue on Anti-Capitalist Pedagogies and Teaching Radical Economics
How Different is Heterodox Economists’ Thinking on Teaching? A Contrastive Evaluation of Interview Data
This paper explores how differently heterodox and mainstream economists think about teaching. It draws on data from interviews with sixteen leading heterodox economists, which we analyse according to the principles of thematic analysis. We find considerable variety in heterodoxy. Further, we find evidence that suggests at least some heterodox economists share some elements with mainstream counterparts: on pedagogical practice, the role of their t…
Economists: Neither emperors nor dentists
The COVID-19 pandemic has thrown up many fundamental debates and questions. Economists need to engage with these big questions but in the right ways. That means, yes, using their technical skills, but understanding that power and ethics are crucial to their analysis
Tama ’ economics under siege in Brazil: The threats of curriculum governance reform
This article considers the curriculum framework governing economics teaching in Brazilian higher education. We assess economics teaching according to three criteria: its pluralism or monism regarding economic theory and method; its treatment of economics’ wider socio-political dimensions; and its educational philosophical approach and goals. Against these criteria we conclude that Brazilian economics has been pluralist and open, particularly in c…
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 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 eco…
Whither Political Economy? Evaluating the Core Project as a Response to Calls for Change in Economics Teaching
This article offers a critique of a major recent initiative in economics teaching: the CORE project. CORE emerged in the wake of the global financial crisis, which was also something of a crisis for economics. The article deploys four evaluative criteria to pose four questions of CORE that address the demands of the student movement. CORE claims to be innovative and responsive to criticism. However, the article concludes that its reforms are rela…
Using great works of literature in an interdisciplinary, political economy framework
Purpose – The purpose of this paper is to contribute to the effectiveness of teaching in economics. Design/methodology/approach – This paper provides as a case study, the authors’ reflections on a first-year “learning community” at a US liberal arts college, which combined courses on political science and economics to explore issues of political economy, including poverty and social mobility. Findings – The authors argue that, compared with stand…
Who Do Heterodox Economists Think They Are?1
This paper attempts to engage with the established debate on the nature of heterodox economics. However, it starts from the position that previous attempts to classify and identify heterodox economics have been biased towards a priori definition. The paper aims to inform the discussion of the nature of heterodoxy with some empirical analysis. The paper examines survey data collected from a small/medium-sized sample of AHE members on the core conc…
Critical realism in economics and open-systems ontology: A critique
This paper examines the treatment of ontology offered by critical realism. It addresses much of the material elaborated upon in two editions of this journal. Three main groups of criticisms are made here of the critical realist treatment of open systems. It is argued that critical realism, particularly in the project in economics emanating from Cambridge, UK, tends to define systems in terms of events. This definition is shown to be problematic. …
Retroduction as mixed-methods triangulation in economic research: Reorienting Economics Into Social Science
This paper argues that mixed-methods triangulation can be understood as the manifestation of retroduction, the logic of inference espoused by critical realism. As such, it can provide the basis upon which different insights upon the same phenomenon can be sensibly combined and thus has the potential to unite aspects of different traditions of economic and social thought. In this regard, the paper supports Lawson's view that the exclusive insisten…
Eriksson on critical realism: A comment
This note offers a critique of Ralf Eriksson's treatment of Critical Realism. Eriksson, in the context of an analysis of Keynes, makes several mistaken claims about Critical Realism. Specifically, contrary to Eriksson, Critical Realism does not claim that the world is independent of consciousness, that isolation and closure are equivalent, that abstraction and closure are equivalent, that Lawson employs double standards in the possibility of clos…
Why Marxist economics should be taught but probably won't be
An argument will be made for the teaching of Marxist economics. This will draw upon the intrinsic and instrumental aims of education, as well as other literature in education. A case is made that Marxist economics should be taught. This is based on Marxist arguments against the orthodoxy, namely that it serves capitalist interests; and also educational arguments and the perceived ability of Marxist economics to meet educational aims. It then move…
Retroduction as mixed-methods triangulation in economic research: Reorienting Economics Into Social Science
This paper argues that mixed-methods triangulation can be understood as the manifestation of retroduction, the logic of inference espoused by critical realism. As such, it can provide the basis upon which different insights upon the same phenomenon can be sensibly combined and thus has the potential to unite aspects of different traditions of economic and social thought. In this regard, the paper supports Lawson's view that the exclusive insisten…
Whither Political Economy? Evaluating the Core Project as a Response to Calls for Change in Economics Teaching
This article offers a critique of a major recent initiative in economics teaching: the CORE project. CORE emerged in the wake of the global financial crisis, which was also something of a crisis for economics. The article deploys four evaluative criteria to pose four questions of CORE that address the demands of the student movement. CORE claims to be innovative and responsive to criticism. However, the article concludes that its reforms are rela…
Critical realism in economics and open-systems ontology: A critique
This paper examines the treatment of ontology offered by critical realism. It addresses much of the material elaborated upon in two editions of this journal. Three main groups of criticisms are made here of the critical realist treatment of open systems. It is argued that critical realism, particularly in the project in economics emanating from Cambridge, UK, tends to define systems in terms of events. This definition is shown to be problematic. …
Why Marxist economics should be taught but probably won't be
An argument will be made for the teaching of Marxist economics. This will draw upon the intrinsic and instrumental aims of education, as well as other literature in education. A case is made that Marxist economics should be taught. This is based on Marxist arguments against the orthodoxy, namely that it serves capitalist interests; and also educational arguments and the perceived ability of Marxist economics to meet educational aims. It then move…
Tama ’ economics under siege in Brazil: The threats of curriculum governance reform
This article considers the curriculum framework governing economics teaching in Brazilian higher education. We assess economics teaching according to three criteria: its pluralism or monism regarding economic theory and method; its treatment of economics’ wider socio-political dimensions; and its educational philosophical approach and goals. Against these criteria we conclude that Brazilian economics has been pluralist and open, particularly in c…
How Different is Heterodox Economists’ Thinking on Teaching? A Contrastive Evaluation of Interview Data
This paper explores how differently heterodox and mainstream economists think about teaching. It draws on data from interviews with sixteen leading heterodox economists, which we analyse according to the principles of thematic analysis. We find considerable variety in heterodoxy. Further, we find evidence that suggests at least some heterodox economists share some elements with mainstream counterparts: on pedagogical practice, the role of their t…
Who Do Heterodox Economists Think They Are?1
This paper attempts to engage with the established debate on the nature of heterodox economics. However, it starts from the position that previous attempts to classify and identify heterodox economics have been biased towards a priori definition. The paper aims to inform the discussion of the nature of heterodoxy with some empirical analysis. The paper examines survey data collected from a small/medium-sized sample of AHE members on the core conc…
Why Marxist economics should be taught but probably won't be
An argument will be made for the teaching of Marxist economics. This will draw upon the intrinsic and instrumental aims of education, as well as other literature in education. A case is made that Marxist economics should be taught. This is based on Marxist arguments against the orthodoxy, namely that it serves capitalist interests; and also educational arguments and the perceived ability of Marxist economics to meet educational aims. It then move…
Eriksson on critical realism: A comment
This note offers a critique of Ralf Eriksson's treatment of Critical Realism. Eriksson, in the context of an analysis of Keynes, makes several mistaken claims about Critical Realism. Specifically, contrary to Eriksson, Critical Realism does not claim that the world is independent of consciousness, that isolation and closure are equivalent, that abstraction and closure are equivalent, that Lawson employs double standards in the possibility of clos…
Critical realism in economics and open-systems ontology: A critique
This paper examines the treatment of ontology offered by critical realism. It addresses much of the material elaborated upon in two editions of this journal. Three main groups of criticisms are made here of the critical realist treatment of open systems. It is argued that critical realism, particularly in the project in economics emanating from Cambridge, UK, tends to define systems in terms of events. This definition is shown to be problematic. …
Retroduction as mixed-methods triangulation in economic research: Reorienting Economics Into Social Science
This paper argues that mixed-methods triangulation can be understood as the manifestation of retroduction, the logic of inference espoused by critical realism. As such, it can provide the basis upon which different insights upon the same phenomenon can be sensibly combined and thus has the potential to unite aspects of different traditions of economic and social thought. In this regard, the paper supports Lawson's view that the exclusive insisten…
Who Do Heterodox Economists Think They Are?1
This paper attempts to engage with the established debate on the nature of heterodox economics. However, it starts from the position that previous attempts to classify and identify heterodox economics have been biased towards a priori definition. The paper aims to inform the discussion of the nature of heterodoxy with some empirical analysis. The paper examines survey data collected from a small/medium-sized sample of AHE members on the core conc…
Using great works of literature in an interdisciplinary, political economy framework
Purpose – The purpose of this paper is to contribute to the effectiveness of teaching in economics. Design/methodology/approach – This paper provides as a case study, the authors’ reflections on a first-year “learning community” at a US liberal arts college, which combined courses on political science and economics to explore issues of political economy, including poverty and social mobility. Findings – The authors argue that, compared with stand…
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 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 eco…
Whither Political Economy? Evaluating the Core Project as a Response to Calls for Change in Economics Teaching
This article offers a critique of a major recent initiative in economics teaching: the CORE project. CORE emerged in the wake of the global financial crisis, which was also something of a crisis for economics. The article deploys four evaluative criteria to pose four questions of CORE that address the demands of the student movement. CORE claims to be innovative and responsive to criticism. However, the article concludes that its reforms are rela…
Tama ’ economics under siege in Brazil: The threats of curriculum governance reform
This article considers the curriculum framework governing economics teaching in Brazilian higher education. We assess economics teaching according to three criteria: its pluralism or monism regarding economic theory and method; its treatment of economics’ wider socio-political dimensions; and its educational philosophical approach and goals. Against these criteria we conclude that Brazilian economics has been pluralist and open, particularly in c…
Economists: Neither emperors nor dentists
The COVID-19 pandemic has thrown up many fundamental debates and questions. Economists need to engage with these big questions but in the right ways. That means, yes, using their technical skills, but understanding that power and ethics are crucial to their analysis
How Different is Heterodox Economists’ Thinking on Teaching? A Contrastive Evaluation of Interview Data
This paper explores how differently heterodox and mainstream economists think about teaching. It draws on data from interviews with sixteen leading heterodox economists, which we analyse according to the principles of thematic analysis. We find considerable variety in heterodoxy. Further, we find evidence that suggests at least some heterodox economists share some elements with mainstream counterparts: on pedagogical practice, the role of their t…
Introduction to the Special Issue on Anti-Capitalist Pedagogies and Teaching Radical Economics
“How Did You Get the Change to Stick?”—exploring a Change Process in a UK University Via Co-evolution
This conceptual paper considers change processes in universities via a reflexive account of a case of the transformation of welcome, induction and transition (WIT) provision at a large UK university to support student orientation, undertaken in response to the COVID-19 pandemic. The paper presents a narrative from the perspective of co-evolution, an approach developed in natural science but applicable to large, complex institutional settings, cha…
Epistemology (11 works) · Economics (10 works) · Sociology (10 works) · Political science (8 works) · Economic Theory and Institutions (7 works) · Positive economics (7 works) · Law (6 works) · Social science (6 works) · Innovations in Educational Methods (5 works) · Philosophy (5 works)