Valuing Us All: Feminist Pedagogy and Economics

Preface

Preface Ever since we began teaching economics we've been frustrated by the inconsistencies and contradictions between the traditional neoclassical material presented in introductory texts and our own philosophies and viewpoints as feminists. Over the years we've each found ways to integrate our feminist perspectives through a trial and error approach. Though this may have ultimately made our teaching more effective and our students more informed, we incurred great start-up costs and often felt as if we were working in a vacuum. Prior to the founding of the International Association for Feminist Economics (IAFFE), in 1990, there were few outlets for constructive discussions of a feminist pedagogical approach in economics. IAFFE has provided a platform for discussions ofthe challenges so many of us have faced in our attempts to develop more inclusive materials and alternative pedagogical approaches to be used in our classrooms. Economics is clearly shaped by those who practice economics as well as the teachers of economics. To quote Diana Strassmann, editor of the journal Feminist Economics: "research in economic education has identified racial and gender bias in disciplinary training and socialization practices and biased disciplinary conventions in publication, employment, and promotion practices, all of which serve to reproduce the current disciplinary hierarchy" (Feminist Economics 1, no. 1: 3). If we are interested in providing alternative methods of analysis, a reformulation of economic assumptions , or a pattern of research considering topics never before addressed, then we also need to reconsider course content and the method by which economic knowledge is generated. It is in the economics classroom that we, as educators, can have the most influence on the next generation of potential economists. If we agree that science is socially constructed, then the pedagogical approaches suggested by feminist theory would allow for the (re)formation ofeconomic analysis. "As teachers and instructors, we are not simply purveyors of knowledge; we are also producers of knowledge. . .. In organizing syllabi, designing assignments, selecting readings, and evaluating student work, we participate in the production and institutionalization of knowledge , and science, in particular" (Ewick, Gender and Society 8, no. 1: 106). The development of feminist pedagogy in economics will allow us to address the contradiction of feminist research coupled with conservative/traditional teaching. Feminist pedagogy will also have many additional positive side effects because it suggests a variety of methods that engage students in Preface Ever since we began teaching economics we've been frustrated by the inconsistencies and contradictions between the traditional neoclassical material presented in introductory texts and our own philosophies and viewpoints as feminists. Over the years we've each found ways to integrate our feminist perspectives through a trial and error approach. Though this may have ultimately made our teaching more effective and our students more informed, we incurred great start-up costs and often felt as if we were working in a vacuum. Prior to the founding of the International Association for Feminist Economics (IAFFE), in 1990, there were few outlets for constructive discussions of a feminist pedagogical approach in economics. IAFFE has provided a platform for discussions ofthe challenges so many of us have faced in our attempts to develop more inclusive materials and alternative pedagogical approaches to be used in our classrooms. Economics is clearly shaped by those who practice economics as well as the teachers of economics. To quote Diana Strassmann, editor of the journal Feminist Economics: "research in economic education has identified racial and gender bias in disciplinary training and socialization practices and biased disciplinary conventions in publication, employment, and promotion practices, all of which serve to reproduce the current disciplinary hierarchy" (Feminist Economics 1, no. 1: 3). If we are interested in providing alternative methods of analysis, a reformulation of economic assumptions , or a pattern of research considering topics never before addressed, then we also need to reconsider course content and the method by which economic knowledge is generated. It is in the economics classroom that we, as educators, can have the most influence on the next generation of potential economists. If we agree that science is socially constructed, then the pedagogical approaches suggested by feminist theory would allow for the (re)formation of economic analysis. "As teachers and instructors, we are not simply purveyors of knowledge; we are also producers of knowledge. . .. In organizing syllabi, designing assignments, selecting readings, and evaluating student work, we participate in the production and institutionalization of knowledge , and science, in particular" (Ewick, Gender and Society 8, no. 1: 106). The development of feminist pedagogy in...