Valuing Us All: Feminist Pedagogy and Economics

E-Mail Discussion Lists and Feminist Pedagogy in the Economics Classroom

E-Mail Discussion Lists and Feminist Pedagogy in the Economics Classroom Meenakshi Rishi Since the 1980s there has been a dialogue in economic education on alternative pedagogical practices that would enable students to learn critical and creative thinking (Bok 1986; Siegfried et al. 1991). Some of these dialogues suggest that feminist pedagogy is especially suited to the fostering of such skills because it emphasizes cooperation , community, and conversation rather than passive note taking. In the spirit of developing a feminist pedagogy in economics, this essay examines the way in which e-mail discussion lists can be used to foster a nonhierarchical forum for topical discussions. The following section describes the use of an e-mail discussion list in an introductory classroom including a short discussion of the mechanics as well as the goals of this project. Then, two specific examples are used to indicate how this technique can promote open dialogue. Finally, potential advantages as well as disadvantages of such discussion lists for the introductory economics classroom are summarized in the conclusion. E-Mail Discussion Lists in the Economics Classroom The use of e-mail is becoming increasingly widespread among institutions of higher learning. E-mail can function as an effective classroom tool because it enhances communication and facilitates information provision (Harasim 1989; Manning 1996). An e-mail discussion list is an electronic mailing list that combines standard e-mail technology with an automatic administrative process. An administrative program such as "listserv" or "majordomo" is used to subscribe members to a common list, handle information requests, and route messages among list members. Subscribed members can communicate to the list by sending e-mail to the program, which passes it onto all list members. Interactions between list members are therefore quick, automatic, 215 E-Mail Discussion Lists and Feminist Pedagogy in the Economics Classroom Meenakshi Rishi Since the 1980s there has been a dialogue in economic education on alternative pedagogical practices that would enable students to learn critical and creative thinking (Bok 1986; Siegfried et al. 1991). Some of these dialogues suggest that feminist pedagogy is especially suited to the fostering of such skills because it emphasizes cooperation , community, and conversation rather than passive note taking. In the spirit of developing a feminist pedagogy in economics, this essay examines the way in which e-mail discussion lists can be used to foster a nonhierarchical forum for topical discussions. The following section describes the use of an e-mail discussion list in an introductory classroom including a short discussion of the mechanics as well as the goals of this project. Then, two specific examples are used to indicate how this technique can promote open dialogue. Finally, potential advantages as well as disadvantages of such discussion lists for the introductory economics classroom are summarized in the conclusion. E-Mail Discussion Lists in the Economics Classroom The use of e-mail is becoming increasingly widespread among institutions of higher learning. E-mail can function as an effective classroom tool because it enhances communication and facilitates information provision (Harasim 1989; Manning 1996). An e-mail discussion list is an electronic mailing list that combines standard e-mail technology with an automatic administrative process. An administrative program such as "listserv" or "majordomo" is used to subscribe members to a common list, handle information requests, and route messages among list members. Subscribed members can communicate to the list by sending e-mail to the program, which passes it onto all list members. Interactions between list members are therefore quick, automatic, 215 216 Valuing Us All and can take place at any time of day, provided list members frequently check their e-mails and respond. During the winter quarter of 1996-97 I subscribed my introductory economics class and myself to Econ 100-d, an economics discussion list. The class was composed of thirty-two students, twenty-three males and nine females. The class was informed that a weekly list participation grade of B or better would be determined by their ability to analyze and discuss at least one classroom topic on Econ 100-d. I supplied the first list posting on the subject of appropriate e-mail etiquette, or "netiquette." Econ 100-d was developed to fulfill several goals. First, the list was to be a mechanism for disseminating information on upcoming tests, allocating reading assignments, and providing study tips to the class. I hoped that this would allow for more class time to be devoted to lecture and discussion. Second, this exercise was designed to provide...