Template-Type: ReDIF-Article 1.0 Author-Name: Martin K. Jones Author-X-Name-First: Martin K. Author-X-Name-Last: Jones Title: Methodology in theory, and practice, in economics textbooks Abstract: While methodology is not often seen as a core part of the economics curriculum in universities, a surprising number of economics textbooks have methodological discussions in them. An interesting question is just how far the textbook authors actually follow through on the methodology which they espouse. Fortunately, it is easy to test this in general, since many textbooks also have sections on behavioural economics. Insofar as the behavioural economics clashes with mainstream neoclassical economics, one can test how serious the textbook authors are about their methodological pronouncements. Journal: Int. J. of Pluralism and Economics Education Pages: 6-17 Issue: 1 Volume: 15 Year: 2024 Keywords: textbook analysis; methodology; behavioural economics. File-URL: http://www.inderscience.com/link.php?id=141772 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:15:y:2024:i:1:p:6-17 Template-Type: ReDIF-Article 1.0 Author-Name: Kelsey Halfen Dahlberg Author-X-Name-First: Kelsey Halfen Author-X-Name-Last: Dahlberg Author-Name: Signè DeWind Author-X-Name-First: Signè Author-X-Name-Last: DeWind Author-Name: Wayne Geerling Author-X-Name-First: Wayne Author-X-Name-Last: Geerling Author-Name: G. Dirk Mateer Author-X-Name-First: G. Dirk Author-X-Name-Last: Mateer Title: Behind the billions: how Taylor Swift and MrBeast can be used to teach economics Abstract: Taylor Swift is the most popular music artist in the world, and her current Eras Tour is the highest grossing of all time. MrBeast is a self-made billionaire. His viral videos are known for expensive challenges and are incredibly popular among Gen Z students. This paper builds on work done by Milovanska-Farrington et al. (2023) which looked at female influencers popular among Gen Z students; and Geerling et al. (2023a) who developed lesson plans based on three viral videos from MrBeast's YouTube channel; and Geerling et al. (2023b) who used viral videos to teach foundation economics. Taylor Swift and MrBeast are incredibly successful entrepreneurs. Incorporating their backstories and business acumen into the curriculum creates an opportunity to generate interest, improve engagement, and ultimately help students comprehend economic concepts through stories that resonate with their generation. Journal: Int. J. of Pluralism and Economics Education Pages: 69-89 Issue: 1 Volume: 15 Year: 2024 Keywords: comparative advantage; creative destruction; economic growth; entrepreneurship; gains from trade; MrBeast; oligopoly; product differentiation; specialisation; Swiftonomics; Taylor Swift; economics; economics pedagogy. File-URL: http://www.inderscience.com/link.php?id=141777 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:15:y:2024:i:1:p:69-89 Template-Type: ReDIF-Article 1.0 Author-Name: Wayne Geerling Author-X-Name-First: Wayne Author-X-Name-Last: Geerling Author-Name: Eshan Arya Author-X-Name-First: Eshan Author-X-Name-Last: Arya Author-Name: Nikhil Damodaran Author-X-Name-First: Nikhil Author-X-Name-Last: Damodaran Author-Name: Nicola Thomas Author-X-Name-First: Nicola Author-X-Name-Last: Thomas Title: Hooray for Bollywood: using Hindi language films to teach economics Abstract: Many economic educators have been teaching with pop culture since the start of this century but until recently, the focus was almost exclusively on English-language media. In response to the increasing internationalisation of higher education, economic educators have begun to embrace foreign-language media sources, recognising the diverse and ever-changing nature of today's classrooms. We expand on the work of Ben Abdesslem and Picault (2023a, 2023b), who use Netflix Originals from across the globe to teach undergraduate-level economics. This article represents the first step towards the inclusion of Bollywood, the Hindi-language film industry, in the economics curriculum. Bollywood films are famous for elaborate song-and-dance sequences, colourful costumes, and over-the-top storylines. Leveraging popular culture through mediums like Bollywood can enhance student engagement and participation in ways that 'chalk and talk' lectures cannot. We present a series of lesson plans based on two iconic modern Bollywood films to teach foundation-level concepts. We hope that over time educators will take up the challenge to integrate more culturally diverse media from Bollywood in their teaching. Journal: Int. J. of Pluralism and Economics Education Pages: 54-68 Issue: 1 Volume: 15 Year: 2024 Keywords: Bollywood; diversity; media; pop culture; teaching economics. File-URL: http://www.inderscience.com/link.php?id=141782 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:15:y:2024:i:1:p:54-68 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: Diana S. Kwan Author-X-Name-First: Diana S. Author-X-Name-Last: Kwan Title: A cultural interpretation of the world's two most tragic dramas: Romeo and Juliet and The Flower Princess Abstract: This paper highlights cultural differences between <i>Romeo and Juliet</i>, Shakespeare's celebrated play, and <i>The Flower Princess</i>, the most well-known Cantonese opera in Hong Kong and South China. We shall argue that <i>Romeo and Juliet</i> reflects Anglo-American culture which is based on individualism, Christianity, and the liberal order. <i>The Flower Princess</i> reflects Chinese culture which is embedded in collectivism, familism, and Confucianism. For the Chinese, emperor and family come first. Chinese offspring are required to comply with authoritative rules and social norms when pursuing their future. The dramatic effects between the two plays are compared and highlighted in cultural terms. This paper illustrates multidisciplinary materials for research and pedagogy covering not only the social sciences but also the humanities disciplines such as literature, opera, fiction, and arts. Journal: Int. J. of Pluralism and Economics Education Pages: 33-53 Issue: 1 Volume: 15 Year: 2024 Keywords: Shakespeare; Romeo and Juliet; Tong Dik Sang; The Flower Princess; cultural comparison; USA; China. File-URL: http://www.inderscience.com/link.php?id=141786 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:15:y:2024:i:1:p:33-53 Template-Type: ReDIF-Article 1.0 Author-Name: Michele I. Naples Author-X-Name-First: Michele I. Author-X-Name-Last: Naples Title: Instructor as coach: strategies for engaging diverse students in introductory macroeconomics Abstract: Introductory economics is populated by non-majors, and increasingly by diverse student populations. The challenge is to engage students in the material despite any difficulties and initial poor performance. This paper adapts the management strategy of coaching employees to the instructor's role in order to increase student engagement, help them learn by explaining, and improve comprehension of alternative paradigms. A holistic coach interrogates the sources of poor performance and disengagement, creates connection, and addresses underlying problems with the student to galvanise success; s/he makes explicit the course's implicit assumptions to include all students. Grading strategies, devices for student cooperation on Zoom, and student-empowering tools are explored. Journal: Int. J. of Pluralism and Economics Education Pages: 18-32 Issue: 1 Volume: 15 Year: 2024 Keywords: pedagogy; diversity; teams; retention; coach; inclusion; communication; economics; engagement; pluralism. File-URL: http://www.inderscience.com/link.php?id=141789 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:15:y:2024:i:1:p:18-32