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Moving Beyond the Masculine Neoclassical Classroom

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  • Margaret Lewis
  • Kimmarie McGoldrick

Abstract

In addition to critiques of the content and methodology of neoclassical economics, feminist economists have also offered constructive reflections on the way economics is taught. The "Voluntary Economics Content Standards for PreCollege Economics Education," developed in 1997 by the U.S. National Council of Economic Education, present yet another challenge to feminist economic educators. In this paper, we first review general methods for challenging and expanding these standards. Next, we select a specific content standard and explore how it might be reworked to reflect more accurately feminist economic scholarship and pedagogy. This reformulation of the standard will help broaden the pedagogy and content that are both implicit and explicit in all of the standards, allowing for a more inclusive classroom.

Suggested Citation

  • Margaret Lewis & Kimmarie McGoldrick, 2001. "Moving Beyond the Masculine Neoclassical Classroom," Feminist Economics, Taylor & Francis Journals, vol. 7(2), pages 91-103.
    • Handle: RePEc:taf:femeco:v:7:y:2001:i:2:p:91-103
    DOI: 10.1080/13545700110059252
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    References listed on IDEAS

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    1. Marianne Ferber, 1999. "Guidelines For Pre-College Economics Education: A Critique," Feminist Economics, Taylor & Francis Journals, vol. 5(3), pages 135-142.
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    4. W. Lee Hansen, 1998. "Principles-Based Standards: On the Voluntary National Content Standards in Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 150-156, June.
    5. Nancy Folbre, 1995. ""Holding hands at midnight": The paradox of caring labor," Feminist Economics, Taylor & Francis Journals, vol. 1(1), pages 73-92.
    6. Geoff Schneider & Jean Shackelford, 2001. "Economics Standards and Lists: Proposed Antidotes for Feminist Economists," Feminist Economics, Taylor & Francis Journals, vol. 7(2), pages 77-89.
    7. Simon Duncan & Rosalind Edwards, 1997. "Lone Mothers and Paid Work - Rational Economic Man or Gendered Moral Rationalities?," Feminist Economics, Taylor & Francis Journals, vol. 3(2), pages 29-61.
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    Keywords

    Critique; Feminist Pedagogy;

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