Teaching popular economics to less‐educated adults: principles and examples for teaching heterodox and critical economics

Abstract

Purpose

This paper aims to describe how to teach economics to adult learners, many of whom are women, immigrants and do not hold college degrees, but who feel the effects of mainstream economics — and the brunt of economic policies and the ensuing lack of services that are provided — in their everyday lives.

Design/methodology/approach

The article reviews popular education pedagogy and discusses and illustrates these in teaching lay audiences economics. Because they are lower‐educated adult learners, different pedagogy and curriculum are needed, which involve participatory methods that clearly illustrate how different economic policies affect different economic players and how these have and can affect their lives. Many examples of these principles are discussed. Discussing alternative policies is key, and these are also illustrated. Because they discuss alternative policies, this pedagogy naturally encompasses heterodox approaches, which is also illustrated. Impediments to teaching popular economics and how this differs from traditional classroom teaching are also discussed.

Findings

When taught in the manner described, adult learners, even those with low levels of education, can learn about any economic issue or concept, including the intricacies of tax policy, the international economy, the recent financial crisis, and complex financial derivatives. With their new knowledge, participants feel empowered to take action in their communities and advocate for economic change.

Originality/value

This paper reflects on popular education pedagogy in applying and discussing issues and problems in teaching lay learners. The paper draws on the author's 20 years of experience in teaching economics to lay learners.

Citation

Kim, M. (2012), "Teaching popular economics to less‐educated adults: principles and examples for teaching heterodox and critical economics", On the Horizon, Vol. 20 No. 3, pp. 194-205. https://doi.org/10.1108/10748121211256793