Pedagogy by the Oppressed

  title={Pedagogy by the Oppressed},
  author={Amy Bridges and Heidi I. Hartmann},
  journal={Review of Radical Political Economics},
  pages={75 - 79}
challenged by a dual problem: developing curricula which are not masculinist, and creating a set of social relations in the classroom which are not authoritarian. This problem is especially difficult to resolve in the context of pervasive sexism in academia and in the classroom. We argue that, because of patriarchy[l], the woman teacher faces a set of social relations in the classroom different from those faced by her male colleagues, and radical theories of pedagogy, like radical curricula… Expand
Defying the dominant discourse: why contesting neoliberalism needs critical pedagogy in economics education
This paper argues that economics as the engine of neoliberalism needs critical pedagogy. As exists currently, both the dominant narrative in the economics discipline and the predominant mode ofExpand
Position and Imposition: Power Relations in a Multicultural Foundations Class.
My students, who are prospective high school teachers, reflect many of the common attitudes held by the larger general population; that is, they tend to be fairly apolitical, individualistic, andExpand
Practicing What We Teach: Feminist: Strategies for Teaching about Sexism
For decades, feminist teachers have been working in a chilly political climate.1 Rightwing critics claim that women's studies programs suffer from "insularity and narrowness, ideological bias, and aExpand
‘TAMA’ economics under siege in Brazil: the threats of curriculum governance reform
Abstract This article considers the curriculum framework governing economics teaching in Brazilian higher education. We assess economics teaching according to three criteria: its pluralism or monismExpand
The Devaluation of Women's Competence
Research on the evaluation of competent women is reviewed in the context of the experiences of some eminent academic women with the objectives of bridging the distance between these two sources ofExpand
From Challenging the Text to Constructing it in a Large Economics Classroom: Revealing the Not-so-Common Sense of the Capitalist Mode of Production
Multiple challenges confront the instructor seeking to introduce pluralist content and more engaged modes of delivery in today’s large economics classroom. This paper recounts one in-class, smallExpand
Pedagogical pluralism in undergraduate urban economics education
  • F. Obeng-Odoom
  • Sociology
  • International Review of Economics Education
  • 2019
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.Expand
How Different is Heterodox Economists’ Thinking on Teaching? A Contrastive Evaluation of Interview Data
This paper explores how differently heterodox and mainstream economists think about teaching. It draws on data from interviews with sixteen leading heterodox economists, which we analyse according ...