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The pedagogical potential of student activism : narratives of economics students

University of British Columbia

This research presents a narrative exploration of how economics students understand and experience their activism in the age of the neoliberal university and how their experience as students is transformed by social action. The primary focus of this study is to understand economics students experience as part of an effort to better understand student activism within the neoliberal university. This dissertation offers seven narrative themes that illustrate the experiences of economics students as they are transformed by social action and also presents a portrayal of the relations between students’ experiences of activism and as economics students. This research discusses the implications and contributions that student activism generates in the student life and in the identity of students and future professionals in economics. The narrative themes were created to familiarize readers to curricular activism in economics and to help them to interpret and analyze economics students’ perspectives and experiences participating in curricular activism. One of the main arguments of this dissertation is that activism and social action are contributing to a re-imagination and reinvention of the experience of being an economics student in the age of the neoliberal university. Activism transforms the way economics students see themselves and how they understand their role in society, the role of economics and the urge to change economics education as new economic, social, environmental and health crises affect everyday life.

Text

2020-12-14

Attribution-NonCommercial-ShareAlike 4.0 International

http://hdl.handle.net/2429/76800

Curriculum Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-sa/4.0/