Brenda Spotton Visano

Abstract

This paper recounts a large class teaching process designed to encourage student critique, debate, and engagement. It focuses on an example of one in-class, small group exercise of negotiating ownership claims on a capital good and its output. The communal outcomes that students themselves negotiate contradict their prior taken-for-granted belief in the “rightness” of the capitalist mode of production and offer the class an opportunity to reflect on principles of fairness in resource distribution.

Keywords

Heterodox economics, critical pedagogy, economics education

From: Review of Radical Political Economics 2018 50 (1)

Editor: Wang Yi