Standing in the way of rigor? : economics’ meeting with the decolonization agenda

Gespeichert in:

Autor*in:	Kvangraven, Ingrid Harvold [verfasserIn] Kesar, Surbhi [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	decolonizing economics decolonizing IPE economics pedagogy Economics teaching Eurocentrism

Übergeordnetes Werk:	Enthalten in: Review of international political economy - London [u.a.] : Routledge, 1994, 30(2023), 5, Seite 1723-1748
Übergeordnetes Werk:	volume:30 ; year:2023 ; number:5 ; pages:1723-1748

Links:	Link aufrufen Link aufrufen

DOI / URN:	10.1080/09692290.2022.2131597

Katalog-ID:	1868918602

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allfields	10.1080/09692290.2022.2131597 doi (DE-627)1868918602 (DE-599)KXP1868918602 DE-627 ger DE-627 rda eng Kvangraven, Ingrid Harvold verfasserin (DE-588)1110186231 (DE-627)864803842 (DE-576)475732650 aut Standing in the way of rigor? economics’ meeting with the decolonization agenda Ingrid Harvold Kvangraven and Surbhi Kesar 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier decolonizing economics (dpeaa)DE-206 decolonizing IPE (dpeaa)DE-206 economics pedagogy (dpeaa)DE-206 Economics teaching (dpeaa)DE-206 Eurocentrism (dpeaa)DE-206 Kesar, Surbhi verfasserin (DE-588)1215510551 (DE-627)172668380X aut Enthalten in Review of international political economy London [u.a.] : Routledge, 1994 30(2023), 5, Seite 1723-1748 Online-Ressource (DE-627)301515875 (DE-600)1484979-3 (DE-576)079876366 1466-4526 nnns volume:30 year:2023 number:5 pages:1723-1748 https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 Verlag kostenfrei https://doi.org/10.1080/09692290.2022.2131597 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_374 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_2937 GBV_ILN_2941 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 30 2023 5 1723-1748 26 01 0206 440062644X x1z 01-11-23 2403 01 DE-LFER 4409572555 00 --%%-- --%%-- n --%%-- l01 16-11-23 2403 01 DE-LFER https://doi.org/10.1080/09692290.2022.2131597 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 26 00 DE-206 This article critically discusses the scope for decolonizing economics teaching. It scrutinizes what it would entail in terms of theory, methods, and pedagogy, and its implications for scholars grappling with issues related to economics teaching. Based on a survey of 498 respondents, it explores how economists across different types of departments (economics/heterodox/non-economics), geographical locations, and identities assess challenges to economics teaching, how they understand the relevance of calls for decolonization, and how they believe economics teaching should be reformed. Based on the survey findings, the article concludes that the field's emphasis on advancing economics as an objective social science free from political contestations, based on narrow theoretical and methodological frameworks and a privileging of technical training associated with a limited understanding of rigor, likely stands in the way of the decolonization of economics. Indeed, key concepts of the decolonization agenda-centering structural power relations, critically examining the vantage point from which theorization takes place and unpacking the politics of knowledge production-stand in sharp contrast to the current priorities of the economics field as well as key strands of IPE. Finally, the article charts out the challenges that decolonizing economics teaching entails and identifies potential for change.
spelling	10.1080/09692290.2022.2131597 doi (DE-627)1868918602 (DE-599)KXP1868918602 DE-627 ger DE-627 rda eng Kvangraven, Ingrid Harvold verfasserin (DE-588)1110186231 (DE-627)864803842 (DE-576)475732650 aut Standing in the way of rigor? economics’ meeting with the decolonization agenda Ingrid Harvold Kvangraven and Surbhi Kesar 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier decolonizing economics (dpeaa)DE-206 decolonizing IPE (dpeaa)DE-206 economics pedagogy (dpeaa)DE-206 Economics teaching (dpeaa)DE-206 Eurocentrism (dpeaa)DE-206 Kesar, Surbhi verfasserin (DE-588)1215510551 (DE-627)172668380X aut Enthalten in Review of international political economy London [u.a.] : Routledge, 1994 30(2023), 5, Seite 1723-1748 Online-Ressource (DE-627)301515875 (DE-600)1484979-3 (DE-576)079876366 1466-4526 nnns volume:30 year:2023 number:5 pages:1723-1748 https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 Verlag kostenfrei https://doi.org/10.1080/09692290.2022.2131597 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_374 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_2937 GBV_ILN_2941 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 30 2023 5 1723-1748 26 01 0206 440062644X x1z 01-11-23 2403 01 DE-LFER 4409572555 00 --%%-- --%%-- n --%%-- l01 16-11-23 2403 01 DE-LFER https://doi.org/10.1080/09692290.2022.2131597 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 26 00 DE-206 This article critically discusses the scope for decolonizing economics teaching. It scrutinizes what it would entail in terms of theory, methods, and pedagogy, and its implications for scholars grappling with issues related to economics teaching. Based on a survey of 498 respondents, it explores how economists across different types of departments (economics/heterodox/non-economics), geographical locations, and identities assess challenges to economics teaching, how they understand the relevance of calls for decolonization, and how they believe economics teaching should be reformed. Based on the survey findings, the article concludes that the field's emphasis on advancing economics as an objective social science free from political contestations, based on narrow theoretical and methodological frameworks and a privileging of technical training associated with a limited understanding of rigor, likely stands in the way of the decolonization of economics. Indeed, key concepts of the decolonization agenda-centering structural power relations, critically examining the vantage point from which theorization takes place and unpacking the politics of knowledge production-stand in sharp contrast to the current priorities of the economics field as well as key strands of IPE. Finally, the article charts out the challenges that decolonizing economics teaching entails and identifies potential for change.
allfields_unstemmed	10.1080/09692290.2022.2131597 doi (DE-627)1868918602 (DE-599)KXP1868918602 DE-627 ger DE-627 rda eng Kvangraven, Ingrid Harvold verfasserin (DE-588)1110186231 (DE-627)864803842 (DE-576)475732650 aut Standing in the way of rigor? economics’ meeting with the decolonization agenda Ingrid Harvold Kvangraven and Surbhi Kesar 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier decolonizing economics (dpeaa)DE-206 decolonizing IPE (dpeaa)DE-206 economics pedagogy (dpeaa)DE-206 Economics teaching (dpeaa)DE-206 Eurocentrism (dpeaa)DE-206 Kesar, Surbhi verfasserin (DE-588)1215510551 (DE-627)172668380X aut Enthalten in Review of international political economy London [u.a.] : Routledge, 1994 30(2023), 5, Seite 1723-1748 Online-Ressource (DE-627)301515875 (DE-600)1484979-3 (DE-576)079876366 1466-4526 nnns volume:30 year:2023 number:5 pages:1723-1748 https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 Verlag kostenfrei https://doi.org/10.1080/09692290.2022.2131597 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_374 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_2937 GBV_ILN_2941 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 30 2023 5 1723-1748 26 01 0206 440062644X x1z 01-11-23 2403 01 DE-LFER 4409572555 00 --%%-- --%%-- n --%%-- l01 16-11-23 2403 01 DE-LFER https://doi.org/10.1080/09692290.2022.2131597 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 26 00 DE-206 This article critically discusses the scope for decolonizing economics teaching. It scrutinizes what it would entail in terms of theory, methods, and pedagogy, and its implications for scholars grappling with issues related to economics teaching. Based on a survey of 498 respondents, it explores how economists across different types of departments (economics/heterodox/non-economics), geographical locations, and identities assess challenges to economics teaching, how they understand the relevance of calls for decolonization, and how they believe economics teaching should be reformed. Based on the survey findings, the article concludes that the field's emphasis on advancing economics as an objective social science free from political contestations, based on narrow theoretical and methodological frameworks and a privileging of technical training associated with a limited understanding of rigor, likely stands in the way of the decolonization of economics. Indeed, key concepts of the decolonization agenda-centering structural power relations, critically examining the vantage point from which theorization takes place and unpacking the politics of knowledge production-stand in sharp contrast to the current priorities of the economics field as well as key strands of IPE. Finally, the article charts out the challenges that decolonizing economics teaching entails and identifies potential for change.
allfieldsGer	10.1080/09692290.2022.2131597 doi (DE-627)1868918602 (DE-599)KXP1868918602 DE-627 ger DE-627 rda eng Kvangraven, Ingrid Harvold verfasserin (DE-588)1110186231 (DE-627)864803842 (DE-576)475732650 aut Standing in the way of rigor? economics’ meeting with the decolonization agenda Ingrid Harvold Kvangraven and Surbhi Kesar 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier decolonizing economics (dpeaa)DE-206 decolonizing IPE (dpeaa)DE-206 economics pedagogy (dpeaa)DE-206 Economics teaching (dpeaa)DE-206 Eurocentrism (dpeaa)DE-206 Kesar, Surbhi verfasserin (DE-588)1215510551 (DE-627)172668380X aut Enthalten in Review of international political economy London [u.a.] : Routledge, 1994 30(2023), 5, Seite 1723-1748 Online-Ressource (DE-627)301515875 (DE-600)1484979-3 (DE-576)079876366 1466-4526 nnns volume:30 year:2023 number:5 pages:1723-1748 https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 Verlag kostenfrei https://doi.org/10.1080/09692290.2022.2131597 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_374 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_2937 GBV_ILN_2941 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 30 2023 5 1723-1748 26 01 0206 440062644X x1z 01-11-23 2403 01 DE-LFER 4409572555 00 --%%-- --%%-- n --%%-- l01 16-11-23 2403 01 DE-LFER https://doi.org/10.1080/09692290.2022.2131597 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 26 00 DE-206 This article critically discusses the scope for decolonizing economics teaching. It scrutinizes what it would entail in terms of theory, methods, and pedagogy, and its implications for scholars grappling with issues related to economics teaching. Based on a survey of 498 respondents, it explores how economists across different types of departments (economics/heterodox/non-economics), geographical locations, and identities assess challenges to economics teaching, how they understand the relevance of calls for decolonization, and how they believe economics teaching should be reformed. Based on the survey findings, the article concludes that the field's emphasis on advancing economics as an objective social science free from political contestations, based on narrow theoretical and methodological frameworks and a privileging of technical training associated with a limited understanding of rigor, likely stands in the way of the decolonization of economics. Indeed, key concepts of the decolonization agenda-centering structural power relations, critically examining the vantage point from which theorization takes place and unpacking the politics of knowledge production-stand in sharp contrast to the current priorities of the economics field as well as key strands of IPE. Finally, the article charts out the challenges that decolonizing economics teaching entails and identifies potential for change.
allfieldsSound	10.1080/09692290.2022.2131597 doi (DE-627)1868918602 (DE-599)KXP1868918602 DE-627 ger DE-627 rda eng Kvangraven, Ingrid Harvold verfasserin (DE-588)1110186231 (DE-627)864803842 (DE-576)475732650 aut Standing in the way of rigor? economics’ meeting with the decolonization agenda Ingrid Harvold Kvangraven and Surbhi Kesar 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier decolonizing economics (dpeaa)DE-206 decolonizing IPE (dpeaa)DE-206 economics pedagogy (dpeaa)DE-206 Economics teaching (dpeaa)DE-206 Eurocentrism (dpeaa)DE-206 Kesar, Surbhi verfasserin (DE-588)1215510551 (DE-627)172668380X aut Enthalten in Review of international political economy London [u.a.] : Routledge, 1994 30(2023), 5, Seite 1723-1748 Online-Ressource (DE-627)301515875 (DE-600)1484979-3 (DE-576)079876366 1466-4526 nnns volume:30 year:2023 number:5 pages:1723-1748 https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 Verlag kostenfrei https://doi.org/10.1080/09692290.2022.2131597 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_90 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_374 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2548 GBV_ILN_2937 GBV_ILN_2941 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 30 2023 5 1723-1748 26 01 0206 440062644X x1z 01-11-23 2403 01 DE-LFER 4409572555 00 --%%-- --%%-- n --%%-- l01 16-11-23 2403 01 DE-LFER https://doi.org/10.1080/09692290.2022.2131597 2403 01 DE-LFER https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597 26 00 DE-206 This article critically discusses the scope for decolonizing economics teaching. It scrutinizes what it would entail in terms of theory, methods, and pedagogy, and its implications for scholars grappling with issues related to economics teaching. Based on a survey of 498 respondents, it explores how economists across different types of departments (economics/heterodox/non-economics), geographical locations, and identities assess challenges to economics teaching, how they understand the relevance of calls for decolonization, and how they believe economics teaching should be reformed. Based on the survey findings, the article concludes that the field's emphasis on advancing economics as an objective social science free from political contestations, based on narrow theoretical and methodological frameworks and a privileging of technical training associated with a limited understanding of rigor, likely stands in the way of the decolonization of economics. Indeed, key concepts of the decolonization agenda-centering structural power relations, critically examining the vantage point from which theorization takes place and unpacking the politics of knowledge production-stand in sharp contrast to the current priorities of the economics field as well as key strands of IPE. Finally, the article charts out the challenges that decolonizing economics teaching entails and identifies potential for change.
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source	Enthalten in Review of international political economy 30(2023), 5, Seite 1723-1748 volume:30 year:2023 number:5 pages:1723-1748
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topic_title	26 00 DE-206 This article critically discusses the scope for decolonizing economics teaching. It scrutinizes what it would entail in terms of theory, methods, and pedagogy, and its implications for scholars grappling with issues related to economics teaching. Based on a survey of 498 respondents, it explores how economists across different types of departments (economics/heterodox/non-economics), geographical locations, and identities assess challenges to economics teaching, how they understand the relevance of calls for decolonization, and how they believe economics teaching should be reformed. Based on the survey findings, the article concludes that the field's emphasis on advancing economics as an objective social science free from political contestations, based on narrow theoretical and methodological frameworks and a privileging of technical training associated with a limited understanding of rigor, likely stands in the way of the decolonization of economics. Indeed, key concepts of the decolonization agenda-centering structural power relations, critically examining the vantage point from which theorization takes place and unpacking the politics of knowledge production-stand in sharp contrast to the current priorities of the economics field as well as key strands of IPE. Finally, the article charts out the challenges that decolonizing economics teaching entails and identifies potential for change Standing in the way of rigor? economics’ meeting with the decolonization agenda Ingrid Harvold Kvangraven and Surbhi Kesar decolonizing economics (dpeaa)DE-206 decolonizing IPE (dpeaa)DE-206 economics pedagogy (dpeaa)DE-206 Economics teaching (dpeaa)DE-206 Eurocentrism (dpeaa)DE-206
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code="1">01</subfield><subfield code="x">DE-LFER</subfield><subfield code="r">https://www.tandfonline.com/doi/pdf/10.1080/09692290.2022.2131597</subfield></datafield><datafield tag="982" ind1=" " ind2=" "><subfield code="2">26</subfield><subfield code="1">00</subfield><subfield code="x">DE-206</subfield><subfield code="b">This article critically discusses the scope for decolonizing economics teaching. It scrutinizes what it would entail in terms of theory, methods, and pedagogy, and its implications for scholars grappling with issues related to economics teaching. Based on a survey of 498 respondents, it explores how economists across different types of departments (economics/heterodox/non-economics), geographical locations, and identities assess challenges to economics teaching, how they understand the relevance of calls for decolonization, and how they believe economics teaching should be reformed. Based on the survey findings, the article concludes that the field's emphasis on advancing economics as an objective social science free from political contestations, based on narrow theoretical and methodological frameworks and a privileging of technical training associated with a limited understanding of rigor, likely stands in the way of the decolonization of economics. Indeed, key concepts of the decolonization agenda-centering structural power relations, critically examining the vantage point from which theorization takes place and unpacking the politics of knowledge production-stand in sharp contrast to the current priorities of the economics field as well as key strands of IPE. Finally, the article charts out the challenges that decolonizing economics teaching entails and identifies potential for change.</subfield></datafield></record></collection>
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Standing in the way of rigor? : economics’ meeting with the decolonization agenda

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