Heterodox economics bypassing market fundamentalism using Sife
Bibliographic Data
| ID | 12427956 |
|---|---|
| Authors | Ingrid Schraner (Western Sydney University, corresponding author), Edward Mariyani‐squire (Western Sydney University) |
| Editors | Tae‐hee Jo (0000-0002-0242-024X) |
| Year | 2012 |
| Volume | 20 |
| Issue | 3 |
| Pages | 230-238 |
| Publication date | 2012-08-10 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | On the Horizon The International Journal of Learning Futures (JOURNAL) |
| Journal identifiers | ISSN: 1074-8121 • E-ISSN: 2054-1708 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/10748121211256829 |
| OpenAlex | W2024255651 |
| Language | EN |
| References cited | 33 |
Purpose This paper aims to present the implications of discussing the economic concepts relevant to student projects within the international program Students in Free Enterprise (SIFE) and to discuss them as a teaching strategy that provides a simple but effective way to break the hegemony of market fundamentalism. Design/methodology/approach The paper proposes using opportunities provided by the SIFE program to start the teaching of economics from a novel perspective: start with whatever project the students propose to undertake and support the students in examining the relevant economic concepts, strictly following SIFE's own assessment criterion: “Considering the relevant economic, social and environmental factors, which SIFE team most effectively empowered people in need by applying business and economic concepts and an entrepreneurial approach to improve their quality of life and standard of living?”. Findings Asking which economic concepts are relevant to a particular project that effectively empowers people in need sidesteps the discussion of restrictive assumptions presented as principles of economics. Asking this question facilitates the introduction of those elements of heterodox traditions that are relevant to the projects in question. Originality/value The paper investigates implications of a radical shift in perspective to one grounded in a project of interest to students and one focusing on economic concepts that are relevant to the project. This shift allows students and their teachers to break the hegemony of economic principles in so far as the reality of the students' project is already beyond these restrictive assumptions
Economics · Epistemology · Fundamentalism · Hegemony · Originality · Perspective (graphical · Political science · Politics · Positive economics · Simple (philosophy · Social science · Sociology · Value (mathematics · Computer Science · Innovations in Educational Methods · Law
Logic, the theory of inquiry
Economic Action and Social Structure
The Megacorp and Oligopoly
Economics and Reality
The Economic Theory of ‘Managerial’ Capitalism
The General Theory of Employment
Whose Science? Whose Knowledge?
Personal Knowledge
Representing and Intervening
The situatedness of economic relations
Social capital
Social Capital
Who Pays for the Kids
Capitalism, Socialism and Democracy
Economic Action and Social Structure
Can feminist thought make economics more objective
The discovery of “unpaid work”
Oxford Economics and Oxford Economists
Return to Reason
The New Industrial State
| Highly cited | No |
|---|