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Reading economics, thinking education: The relevance—and irrelevance—of economic theory for curriculum research.

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Title: Reading economics, thinking education: The relevance—and irrelevance—of economic theory for curriculum research.
Authors: rutkowski, David (AUTHOR) drutkows@indiana.edu, rutkowski, Leslie (AUTHOR) lrutkows@indiana.edu, langfeldt, Gjert (AUTHOR) gjert.langfeldt@uia.no
Source: Journal of Curriculum Studies. Mar2012, Vol. 44 Issue 2, p165-192. 28p.
Subject Terms: *Economics education, *Curriculum theories, *Education policy, Economists, Hermeneutics
Geographic Terms: European Union countries
Abstract: This paper aims to better understand economists’ increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical. Through this framework, the authors are able to discuss a broad range of economics of education articles. The aim is 2-fold: partly to convey important insights into findings and tools of relevance to educational research, but ultimately to improve curriculum research. This study draws attention to areas of educational research, and particularly curriculum theory, where the insights of economists might be used with caution and in light of current thinking in curriculum research. A central finding from the analysis is that the two traditions (education and economics) are more complementary than conflicting. Yet, it is argued that, by failing to engage with educational literature, economists included in this review greatly over-simplify schooling and education. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Reading economics, thinking education: The relevance—and irrelevance—of economic theory for curriculum research.
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  Data: <searchLink fieldCode="AR" term="%22rutkowski%2C+David%22">rutkowski, David</searchLink> (AUTHOR)<i> drutkows@indiana.edu</i><br /><searchLink fieldCode="AR" term="%22rutkowski%2C+Leslie%22">rutkowski, Leslie</searchLink> (AUTHOR)<i> lrutkows@indiana.edu</i><br /><searchLink fieldCode="AR" term="%22langfeldt%2C+Gjert%22">langfeldt, Gjert</searchLink> (AUTHOR)<i> gjert.langfeldt@uia.no</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Mar2012, Vol. 44 Issue 2, p165-192. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Economics+education%22">Economics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+theories%22">Curriculum theories</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Economists%22">Economists</searchLink><br /><searchLink fieldCode="DE" term="%22Hermeneutics%22">Hermeneutics</searchLink>
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  Data: This paper aims to better understand economists’ increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical. Through this framework, the authors are able to discuss a broad range of economics of education articles. The aim is 2-fold: partly to convey important insights into findings and tools of relevance to educational research, but ultimately to improve curriculum research. This study draws attention to areas of educational research, and particularly curriculum theory, where the insights of economists might be used with caution and in light of current thinking in curriculum research. A central finding from the analysis is that the two traditions (education and economics) are more complementary than conflicting. Yet, it is argued that, by failing to engage with educational literature, economists included in this review greatly over-simplify schooling and education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220272.2011.586728
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        Text: English
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      – SubjectFull: Education policy
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      – SubjectFull: Hermeneutics
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              Text: Mar2012
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