SOAS Research Online

Abstract

Teaching radical economics requires a pedagogical approach that challenges the existing status quo. Most critical pedagogy studies in economics teaching focus on political economy, economic principles, and macroeconomics. We argue that critical pedagogy praxis can also be implemented in quantitative methods education. This article reports the application of critical pedagogy in teaching econometrics, using a case study of a year 3 undergraduate module in the United Kingdom. Grounded in a problem-posing education philosophy, we discuss collaborative learning and democratic classroom practices. We use comparative data from before and after the implementation of critical pedagogy praxis, as well as students’ and educators’ perceptions. We find that critical pedagogy is likely to increase students’ grades, attendance, and engagement and could potentially foster action beyond the quantitative training.