Nuance

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Teaching economics with nuance

Even if your department decides not to offer a course in heterodox theories of economics or a course on Race, Ethnicity, and Gender in Economics, it is important (or maybe even preferrable!) to integrate alternative perspectives and experiences into the content of existing courses.

Here are some examples:

Macro:

On the Financial Crisis: Consider "the role of stratification along multiple trajectories – race, class, and gender – in contributing to economic crises and in shaping their distributional dynamics." See Fukuda-Parr, Sakiko, James Heintz, and Stephanie Seguino, "Critical Perspectives on Financial and Economic Crises: Heterodox Macroeconomics Meets Feminist Economics Feminist Economics," Volume 19, Issue 3, 2013. http://www.tandfonline.com/doi/abs/10.1080/13545701.2013.806990#preview

On Shortcomings of GDP: Assign the clip https://www.youtube.com/watch?v=pT8Qc8mH-0s&list=PLD779AF4357E7D3E0, in which Marilyn Waring speaks about women's work and the importance of assigning value to it. Part of a series of short interviews produced by AWID in the lead up to the 12th AWID International Forum, Istanbul, Turkey, April 19-22, 2012.

Micro:

On the Labor-Leisure Model: Present the model of indirect utility model presented in The Economics of Women, Men, and Work by Francine D Blau, Marianne A Ferber, Anne E Winkler. http://www.amazon.com/The-Economics-Women-Work-Edition/dp/0136084257

On discrimination: Explicitly acknowledge the narrow conditions under which competitive market forces penalize and eliminate discrimination. Teach alternative theories of discrimibnation, which explain the persistence of discrimination in markets.