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Pedagogical pluralism in undergraduate urban economics education

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  • Obeng-Odoom, Franklin

Abstract

Although it is widely held that pedagogical pluralism could transform urban economics education, to date, it remains unclear how urban economics students actually experience pluralism. Drawing on a range of evidence, including subject outlines, surveys, and student debates, this paper shows that pedagogical pluralism in urban economics education could substantially enhance the quality of student learning in terms of developing their critical thinking skills, increasing their awareness of, and strengthening their personal commitment to social justice. Pedagogical pluralism in urban economics education could, therefore, contribute to nurturing a new cadre of economists whose repertoire of concerns includes citizenship.

Suggested Citation

  • Obeng-Odoom, Franklin, 2019. "Pedagogical pluralism in undergraduate urban economics education," International Review of Economics Education, Elsevier, vol. 31(C), pages 1-1.
    • Handle: RePEc:eee:ireced:v:31:y:2019:i:c:2
    DOI: 10.1016/j.iree.2019.100158
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    Cited by:

    1. Sarah A. Jacobson & Luyao Zhang & Jiasheng Zhu, 2022. "The Right Tool for the Job: Matching Active Learning Techniques to Learning Objectives," Papers 2205.03393, arXiv.org, revised Jul 2022.
    2. Franklin Obeng-Odoom, 2020. "Teaching Sustainability: From Monism and Pluralism to Citizenship," Journal of Education for Sustainable Development, , vol. 14(2), pages 235-252, September.

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