Template-Type: ReDIF-Article 1.0 Author-Name: Judy Brown Author-X-Name-First: Judy Author-X-Name-Last: Brown Author-Name: Jesse Dillard Author-X-Name-First: Jesse Author-X-Name-Last: Dillard Title: Accounting education, democracy and sustainability: taking divergent perspectives seriously Abstract: How might accounting educators foster greater awareness of, and facilitate democratic dialogue about, divergent socio-political perspectives regarding sustainability? Rather than focusing on business perspectives that emphasise a 'business case' approach to sustainable development, how might they enable the expression of a range of viewpoints? Building on an emergent body of literature seeking to foster pluralistic approaches to accounting theory and practice, this paper reflects on the possibilities of developing accounting education for sustainability based on ideas of agonistic pluralism. In the process, it highlights how mainstream accounting's reliance on neoclassical economics has contributed to the monologic approaches that currently dominate accounting, including accounting education. Journal: Int. J. of Pluralism and Economics Education Pages: 24-45 Issue: 1 Volume: 10 Year: 2019 Keywords: accounting education; neo-classical economics; democracy; pluralism; agonistics; politics; citizenship; neoliberalism; participation; sustainability. File-URL: http://www.inderscience.com/link.php?id=98168 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:1:p:24-45 Template-Type: ReDIF-Article 1.0 Author-Name: Dennis Badeen Author-X-Name-First: Dennis Author-X-Name-Last: Badeen Title: Key competencies, complex systems thinking, and economics education for sustainability Abstract: The concept of key competencies is an important element of education for sustainability. The cornerstone of key competencies is complex systems thinking. Most who argue for the integration of key competencies into various learning processes also suggest that such integration requires critical reflection on traditional paradigms in various disciplines. This article examines the ramifications of such integration as it pertains to economics. It is argued that key competencies can be learned by studying and applying Peter Söderbaum's institutional ecological economics because it is based on complex systems thinking. It is also argued that traditional neoclassical environmental economics is not suited for the task because it is based on simple systems thinking. The article concludes with some thoughts regarding how case studies can be used to teach key competencies. Journal: Int. J. of Pluralism and Economics Education Pages: 103-117 Issue: 1 Volume: 10 Year: 2019 Keywords: education for sustainability; key competencies; institutional ecological economics; neoclassical-environmental economics; complex systems thinking; economics education. File-URL: http://www.inderscience.com/link.php?id=98171 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:1:p:103-117 Template-Type: ReDIF-Article 1.0 Author-Name: Gareth Bryant Author-X-Name-First: Gareth Author-X-Name-Last: Bryant Author-Name: Frank Stilwell Author-X-Name-First: Frank Author-X-Name-Last: Stilwell Title: Sustainability and pluralist pedagogy: creating an effective political economic fusion? Abstract: This article considers the challenges of teaching about environmental issues and sustainability from a pluralist perspective within a political economy program. After considering the general characteristics of sustainability and pluralism, it discusses the advantages and the tensions arising from bringing them together in a university curriculum. The experience of teaching a Political Economy of the Environment unit at the University of Sydney is given particular attention. The results of a student survey show what can be achieved in terms of learning outcomes and students' interests and intentions. Journal: Int. J. of Pluralism and Economics Education Pages: 7-23 Issue: 1 Volume: 10 Year: 2019 Keywords: sustainability; pluralism; political economy; heterodox economics; teaching; learning outcomes. File-URL: http://www.inderscience.com/link.php?id=98173 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:1:p:7-23 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Söderbaum Author-X-Name-First: Peter Author-X-Name-Last: Söderbaum Title: Economics and democracy for sustainability politics Abstract: The challenges of sustainable development are multidimensional and involve all actors in society. To match this challenge economics is defined in a new way as 'multidimensional management of resources in a democratic society'. It is argued that present unsustainable patterns raise issues of possible paradigm failure, ideology failure, and democracy failure. A political economics approach is suggested where individuals and organisations are understood in political terms. 'Ideology' and 'ideological orientation' are proposed as essential concepts in an alternative theoretical framework for economics and sustainability politics. A method for sustainability assessment compatible with democracy is proposed. It is finally discussed how our chances to deal successfully with climate change may be improved by systematically developing alternatives to the neoclassical paradigm and ideology. Journal: Int. J. of Pluralism and Economics Education Pages: 91-102 Issue: 1 Volume: 10 Year: 2019 Keywords: economics; sustainability politics; paradigm; ideology; democracy; pluralism; paradigm coexistence; sustainable development; UN sustainable development goals; political economic person; PEP; political economic organisation; multidimensional; sustainability assessment; positional analysis; economics education. File-URL: http://www.inderscience.com/link.php?id=98174 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:1:p:91-102 Template-Type: ReDIF-Article 1.0 Author-Name: Fu-Lai Tony Yu Author-X-Name-First: Fu-Lai Tony Author-X-Name-Last: Yu Author-Name: Thomas Wai-Kee Yuen Author-X-Name-First: Thomas Wai-Kee Author-X-Name-Last: Yuen Author-Name: Edward C.H. Tang Author-X-Name-First: Edward C.H. Author-X-Name-Last: Tang Title: Sustainable development and green education in mainland China, Taiwan and Hong Kong Abstract: Increasing public attention has been paid towards sustainable development. The aim of this paper is to examine how the three Chinese economies, namely mainland China, Taiwan and Hong Kong, promote sustainability through collaboration among the private sector, government policies and education. In particular, it is found that the government in mainland China plays a leading role in launching green education and sustainable development; while Taiwan legislates environmental education bills to promote national sustainable development. Hong Kong is adopting an integrated approach, composed of green finance, green government and green education, to promote sustainable economic development. Journal: Int. J. of Pluralism and Economics Education Pages: 69-90 Issue: 1 Volume: 10 Year: 2019 Keywords: sustainability; green education; climate change; mainland China; Taiwan; Hong Kong. File-URL: http://www.inderscience.com/link.php?id=98176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:1:p:69-90 Template-Type: ReDIF-Article 1.0 Author-Name: Junaid Qadir Author-X-Name-First: Junaid Author-X-Name-Last: Qadir Author-Name: Asad Zaman Author-X-Name-First: Asad Author-X-Name-Last: Zaman Title: Sustainable development viewed from the lens of Islam Abstract: The 'sustainable development' movement arose as a reaction to the myopic formulation of development exclusively in terms of economic growth by neoclassical economics, regardless of its disastrous effects on the planet as well as on the people. The sustainable development movement has made much progress in highlighting the deficiencies of existing economic theory, but its practical import has been insufficient. The purpose of this article is to articulate the Islamic conception of the sustainable development vision and to briefly describe the tools, incentives, and guidelines that Islam offers. The Islamic conception of development is inherently sustainable (as defined by the sustainable community) due to its focus on responsible consumption, empathy for others, and recommendations for simpler lifestyles. Furthermore, the Islamic tradition provides concrete practical tools - such as legal instruments for the state as well as incentives to individuals - that can help in practically implementing the sustainable development vision. Journal: Int. J. of Pluralism and Economics Education Pages: 46-60 Issue: 1 Volume: 10 Year: 2019 Keywords: sustainable development; Islamic economics; Islamic sustainable development. File-URL: http://www.inderscience.com/link.php?id=98181 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:1:p:46-60 Template-Type: ReDIF-Article 1.0 Author-Name: B. Karunakar Author-X-Name-First: B. Author-X-Name-Last: Karunakar Title: Sustainable development: an Indian perspective Abstract: The article discusses sustainable development from an Indian perspective. India's challenges are to achieve urban sustainability, improve public health and gender equality, as it builds infrastructure for its fast-growing urban population. For the 17 UN SDGs to be achieved, the government, the private sector (for-profit), the non-profit, the voluntary organisations and the public must to do their part. In this context, the role played by the government with its specific missions and higher education is examined. The new Companies Act 2013 stipulates that Corporate India needs to add investment of 2% of net profits in corporate social responsibility towards nation building efforts. Have Indian companies made progress on their contribution towards sustainability? The article ends with a note on what Hinduism can teach us about sustainable development. Journal: Int. J. of Pluralism and Economics Education Pages: 61-68 Issue: 1 Volume: 10 Year: 2019 Keywords: sustainable development; SDG; MDG; UN; India; Corporate India; Hinduism; Indian higher education; environmental pollution; smart cities mission; clean India mission. File-URL: http://www.inderscience.com/link.php?id=98190 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:1:p:61-68 Template-Type: ReDIF-Article 1.0 Author-Name: Kevin Deane Author-X-Name-First: Kevin Author-X-Name-Last: Deane Author-Name: Elisa Van Waeyenberge Author-X-Name-First: Elisa Van Author-X-Name-Last: Waeyenberge Author-Name: Rachel Maxwell Author-X-Name-First: Rachel Author-X-Name-Last: Maxwell Title: Recharting the history of economic thought: approaches to and student experiences of the introduction of pluralist teaching in an undergraduate economics curriculum Abstract: This paper outlines an innovative redesign of a course on the history of economic thought, which acted as a vehicle for exposing students to different theoretical traditions and engaging them in critical reflections on neoclassical economics. It also presents findings from a research project conducted with economics students at the University of Northampton, UK, that aimed to understand their experiences of the redesign. We reflect on the pedagogical challenges highlighted by students and its implications for (re)designing the economics curriculum. Our findings challenge arguments commonly deployed against the introduction of pluralist teaching, including that there is no appetite for this in the broader student population; that students would fail to engage with such an approach; that they fear a negative impact on employability, and that alternative economic approaches should only be introduced at an advanced level.<SUP align="right"><SMALL>1</SMALL></SUP> Journal: Int. J. of Pluralism and Economics Education Pages: 137-154 Issue: 2 Volume: 10 Year: 2019 Keywords: heterodox economics; pluralism; flipped classroom; history of economic thought; HET; pedagogy; curriculum reform; student experiences. File-URL: http://www.inderscience.com/link.php?id=101724 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:2:p:137-154 Template-Type: ReDIF-Article 1.0 Author-Name: John Marangos Author-X-Name-First: John Author-X-Name-Last: Marangos Author-Name: Marilou Ioakimidis Author-X-Name-First: Marilou Author-X-Name-Last: Ioakimidis Title: How introductory macroeconomics should be taught after the global financial crisis: data from Greek university students Abstract: The aim of this paper is to review a range of suggestions made in the literature to improve economics pedagogy following the recent global financial crisis. In addition, we scrutinise responses to a survey of macroeconomics students from the University of Macedonia to determine issues in teaching economics and what the responses imply about how pedagogy may be improved. Both the literature and the survey analysis suggest the importance of teaching economics more relevant and responsive to real-world economic phenomena. However, different ways of accomplishing this objective are suggested by the two sources. The analysis of the Greek student survey also suggests the importance of addressing the issue of non-authoritative versus authoritative sources of information. Journal: Int. J. of Pluralism and Economics Education Pages: 155-170 Issue: 2 Volume: 10 Year: 2019 Keywords: economic crisis; macroeconomics; teaching economics; Greece; pluralism. File-URL: http://www.inderscience.com/link.php?id=101725 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:2:p:155-170 Template-Type: ReDIF-Article 1.0 Author-Name: John B. Davis Author-X-Name-First: John B. Author-X-Name-Last: Davis Title: Explaining changing individual identity: two examples from the financial crisis Abstract: This paper outlines a framework for explaining change in agent identities, and uses the recent financial crisis to illustrate it by comparing two examples of identity change brought about by the crisis. The agent identity theory employed is the idea of a having capability for keeping a self-narrative or autobiographical account of oneself. This is developed in terms of two ways individuals identify with social groups and in terms of individuals performing a self-concept. The two examples of identity change concern sub-prime homeowners and bank depositors. The paper closes with comments on the role of identity analysis in a pluralistic economics. Journal: Int. J. of Pluralism and Economics Education Pages: 208-216 Issue: 2 Volume: 10 Year: 2019 Keywords: identity; self-narrative; social groups; self-concept; financial crisis; pluralism. File-URL: http://www.inderscience.com/link.php?id=101726 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:2:p:208-216 Template-Type: ReDIF-Article 1.0 Author-Name: Carmelo Ferlito Author-X-Name-First: Carmelo Author-X-Name-Last: Ferlito Title: A meaning discovery process: the unique contribution of the Austrian School of Economics and its relevance for contemporary economics curricula Abstract: In this paper I argue that the unique contribution of the Austrian School of Economics (ASE) is found in its general approach to economic problems, an approach that, because of its emphasis on meaning, has been called 'radical subjectivism'. In the light of such an approach, we can look at and appreciate that the ASE is probably one of the latest schools which had, and still have, the aspiration of bringing out a general theory of the economic system, with the possibility of globally responding to economic questions within a broad paradigm. Moreover, such a paradigm was developed in order to incorporate two fundamental elements disregarded by mainstream economics: real people and real time. The aim of the present paper is thus to show how teaching Austrian economics can be a source of inspiration for students and scholars because of its unique approach to economic problems; its consequent aspiration to develop a general explanation of the economic process; and the importance of linking economic analysis to the real world. Journal: Int. J. of Pluralism and Economics Education Pages: 190-207 Issue: 2 Volume: 10 Year: 2019 Keywords: Austrian School of Economics; ASE; radical subjectivism; meaning; interpretation; economics education. File-URL: http://www.inderscience.com/link.php?id=101727 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:2:p:190-207 Template-Type: ReDIF-Article 1.0 Author-Name: Ron Baiman Author-X-Name-First: Ron Author-X-Name-Last: Baiman Title: The profound implications of continuing to teach 'supply and demand' instead of 'demand and cost' in intro economics courses - an unequal exchange application Abstract: This paper focuses on how two iconic memes of neoclassical (NC) introductory economics provide the ideological basis for the neoliberal perfectly competitive free market (PCFM) and free trade (FT) economic doctrines. The paper argues that the supply and demand (SDM) and Ricardian comparative advantage (RCA) memes that ostensibly support these doctrines are fundamentally in error both economically and logically, and should be replaced in introductory economics teaching by demand and cost (DCM) and unequal exchange (UE) memes, respectively. The DCM is explained in detail and used to analyse all situations to which the SDM is usually applied. The UE meme, within a DCM framework, is then used to derive principles for fair and sustainable international trade and finance. The paper shows that the DCM and UE memes provide more realistic, equitable, and sustainable views of production and international economies than the fictional SDM and RCA memes, which have become ubiquitous, even in heterodox textbooks. Journal: Int. J. of Pluralism and Economics Education Pages: 171-189 Issue: 2 Volume: 10 Year: 2019 Keywords: supply and demand; SDM; demand and cost; DCM; introductory economics teaching; neoclassical economics; unequal exchange; Ricardian comparative advantage; RCA; free trade; economic memes. File-URL: http://www.inderscience.com/link.php?id=101728 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:2:p:171-189 Template-Type: ReDIF-Article 1.0 Author-Name: Candice Fournier Author-X-Name-First: Candice Author-X-Name-Last: Fournier Author-Name: Sophie Guillet Author-X-Name-First: Sophie Author-X-Name-Last: Guillet Author-Name: Julien Hallak Author-X-Name-First: Julien Author-X-Name-Last: Hallak Author-Name: Alizé Papp Author-X-Name-First: Alizé Author-X-Name-Last: Papp Title: Teaching sustainability: notes from France Abstract: Given that economics shapes how we conceptualise environmental issues and design policies, economics education is crucial; and given the current crisis in economics education, our limited capacity to design effective policies should be worrisome. Our goal in this paper is to first analyse how sustainability is addressed at the French bachelor level; then we provide a pluralistic approach to sustainability, upon which an ambitiously effective curriculum can be built. The question is not to present a course framework - that is the professor's responsibility, but to show how pluralism can combine rigour with critical thinking within the context of sustainability. Journal: Int. J. of Pluralism and Economics Education Pages: 126-136 Issue: 2 Volume: 10 Year: 2019 Keywords: sustainability; teaching; economics; pluralism; environment; text-mining; French education. File-URL: http://www.inderscience.com/link.php?id=101742 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:10:y:2019:i:2:p:126-136