Coordinators: Stefan Kesting
Leeds University Business School, UK
Gissell Huaccha
Leeds University Business School, UK
Peter Hughes
Leeds University Business School, UK
Arthur Jatteau
Université de Lille, France

Motivation and mission

Since the publication of the Wealth of Nations, economics departments around the world have prioritised economics research over economics pedagogy. While economics research, methodologies and policy implications stemming from research findings are crucial to better understand how the economy works, critical scholars have observed how different pedagogical approaches may heavily influence the way in which we teach economics.

Pedagogy plays a decisive role in promoting critical thinking instead of reproducing faulty mainstream paradigms. With this concern in mind, in recent decades efforts have been made to close this fundamental pedagogical gap in the educational landscape. Universities across the world have introduced programmes that aim to rethink and redesign the ways in which we teach economics. A fresh start to advance our curriculum and pedagogical practice should build upon the accumulated experience that Evolutionary and Political Economists have had in their classrooms as well as acknowledge and include the deepening inequalities experienced by students from diverse backgrounds in their learning of economics.

To foster a more student-oriented scholarship in pedagogy that reflects the above concerns, this research area offers a pluralistic forum for the exchange of ideas on teaching and learning evolutionary and political economics. This research area builds upon the critique regarding the ways in which economics is currently taught and aims to move forward in terms of dissemination of research that embrace a large variety of curriculum developments and pedagogy in the field.

Possible contributions

Reflective different pedagogical practices and curriculum development of evolutionary and political economics:

  • Active exploration and evaluation of teaching practice and innovations
  • Initiation and exploration of new evolutionary and political economics content and approaches
  • Relationship between different pedagogies and schools of economic thought
  • The role of pedagogy in promoting critical thinking
  • Decolonial pedagogies and decolonizing economics
  • Increase in precarious working conditions in academia and its impact on pedagogy
  • Pedagogical practices that promote equity and justice in teaching and learning

 Dissemination of good teaching practice and innovation in:

  •  Working in partnership with students to co-produce pedagogic material, practice and curriculum
  • Constructing of teaching materials (textbooks, online and face-to-face)
  • Mentoring schemes to support the teaching practice of colleagues
  • Designing new forms of assessment
  • Develop new forms of active learning
  • Classroom activities and innovations focused on teaching, practising, and experimenting with evolutionary and political economics issues