Call for Papers
Reforming Economics Education in India: Pluralistic Perspectives
Economics often emerges as a favoured discipline of choice for students during their education at the undergraduate level in India. This is apparent from the number of students enrolled in Economics programmes in universities and colleges. This heightened quest for Economics as a disciplinary choice is partly connected to prevalent perceptions of career prospects that possibly emerge after an Economics education.
However, there is some disconnect between such perceptions and the underlying reality. Firstly, there are variations in the “quality” of the teaching and learning process in Economics. These are partly traceable to the diversity of Indian education systems that is often transformed into layered deprivation outside the major urban centres, principally due to the pattern of funding and administration of higher education in India. Secondly, Economics programmes in India often rely on “standard” textbooks disproportionately and tend to de-emphasise grounded economic concerns. Thirdly, many institutions in India either follow an “outdated” curriculum or uncritically follow metropolitan cues on education in Economics. As a result, it is arguable that the potential of Economics as a means to comprehend and progressively transform society through solutions that emerge from academic pursuits remains inadequately realised.
In an overall sense, Economics education in India is, by and large, deficient in pluralism in terms of course contents, pedagogic methods, and representation of students and teachers from diverse backgrounds. The course contents in most Economics courses in India are based on the notion that there are a limited number of economic principles which, when “mastered” and “applied”, allow one to “explain” all economic and social phenomena. Such a notion tends to lead designers of Economics curricula to opt for “mainstream” Economics and marginalise heterodox traditions in Economics. The intricacies of methodological nuances and historical debates in the discipline of Economics remain elusive to most students, and at best, depend on the teacher’s own knowledge of such topics. The lack of diverse economic traditions and alternative approaches within the curriculum disables students to deal with economic issues that can be vexing as a consequence. The pool of economists that is trained through such an inadequate curriculum, is hampered in its ability to make significant contributions to actual economic problems specific to India. A broader curriculum is expected to develop students’ critical faculties, and simultaneously enhance their ability to craft solutions for real world problems. Over time it may even lead to an authentic redevelopment of the discipline of Economics.
Further, there is a need to construct alternative teaching and learning processes of Economics in the classroom and beyond, through real-life projects that reach out to different strata in society. To this end, collaboration among various participants in the teaching and learning process (principally teachers and students) is required to revamp the manner in which Economics education is undertaken in India. For instance, the striking absence of Indian context in foundational course textbooks hinders the teaching and learning process of students from their formative university years. Courses such as Labour Economics, Agricultural Economics, History of Economic Thought, Regional Economics, Comparative Economic Development remain elusive to students as they do not figure or remain ‘optional’ in many Economics programmes in India. Besides, the dialectical links of Economics to other social and natural sciences are possibly not accorded due emphasis in many programmes at undergraduate and postgraduate levels. No doubt, this exacerbates the current inability to concretely comprehend and respond to economic realities in India and elsewhere.
Therefore, some prominent challenges confronting the present landscape of Economics education in India are: How does one redesign the Economics curriculum so that economists can consequently contribute to the explanation and resolution of the complex social issues in ways that are more viable? Can a pluralistic Economics curriculum be designed that addresses not only the diversity of the teaching learning process across India, but also takes into account the diverse needs of students in terms of understanding the subject, job prospects and their contribution to solving economic issues by drawing on the tools provided by a renewed Economics?
The two-day conference being jointly organised by the Economics Department of Satyawati College, University of Delhi and Rethinking Economics India Network is envisaged to answer a few of these questions and include concrete curricular and pedagogic recommendations to enhance the teaching and learning process in Economics in India.
The four broad thematic sessions of the Conference would involve:
1. Critical perspectives on current teaching and learning processes of Indian Economics education.
2. Case studies of extant pluralistic Economics education in India.
3. Relevance of international debates on pluralism in Economics education to the Indian context.
4. Designing alternatives for and prospects of pluralistic Economics education in India.
The Conference is open to all. We will be especially looking forward to submissions from authors from within academia and at all levels connected to the practice of Economics. However, we encourage young and independent scholars to apply as well.
Abstract submission deadline: 31st December, 2021
Announcement of the accepted submissions: 10th January, 2022
Submission of the manuscript: April 2022 (to be confirmed)
Abstracts of not more than 500 words (together with a short biographical note of author(s)) are invited on issues connected to pluralism in Indian Economics education involving (but not confined to) the four aforementioned themes. The submissions can be co-authored as well. All submissions are to be made using this link.