Class Debates in Intermediate Microeconomics: Social Economics and Pluralist Perspectives |
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Authors: | Ashley J. Provencher Smita Ramnarain |
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Affiliation: | 1. Economics Department, Siena College, Loudonville, NY, USA;2. Department of Economics, University of Rhode Island, Kingston, RI, USA |
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Abstract: | AbstractThis paper proposes the use of class debates in an intermediate-level microeconomics course to introduce early to mid-career undergraduate students to socially embedded and pluralist perspectives, political-economic processes, and policy analyses. Using data from three semesters of class debates in an intermediate microeconomics course, we argue that this activity is a beneficial way to stimulate student interest in social economics, especially in the ethical, political economy, and economic justice aspects of economics and policy. We carried out three allied activities: participation in the debate, a learning self-assessment survey, and a five-page memo providing a balanced analysis of the policy conundrums surrounding the issue under discussion. We discuss three aspects of these class debates relevant to social economists: student attention to processes of knowledge construction, cognizance of power in socioeconomic life, and engagement with economic justice and ethics. |
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Keywords: | pedagogy pluralism undergraduate microeconomics class activity |
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