Twenty Years of Economics Curriculum: Trends, Issues, and Transformations?
Department
Elementary and Early Childhood Education
Document Type
Article
Publication Date
4-25-2019
Abstract
This is a comprehensive review of literature related to K-12 economics curriculum spanning 20 years, from 1998-2018. The search for literature revealed 18 articles and book chapters in peer-reviewed journals and volumes related to social studies and economics education. The study revealed several trends and issues related to K-12 economics textbooks, including publishing trends, the extent to which economics curriculum is relevant and enactive, and the influence of neoclassical economic theory in serving as the “official knowledge” undergirding the curriculum. The review presents debates in the field related to these issues. The study also reveals the possible influence of the 2008 financial crisis, revealing that economics curriculum seems to have changed little, although the number of scholars critiquing the curriculum has risen dramatically.
Journal Title
The Social Studies
Journal ISSN
0037-7996
Volume
110
Issue
3
First Page
131
Last Page
145
Digital Object Identifier (DOI)
10.1080/00377996.2019.1581725