JSR

Advocating for a pluralistic economics curriculum requires examining historical and contemporary debates on the standardization of economics education and criticisms of traditional teaching methods. In the UK during the 1970s, the economics curriculum was unified under the neoclassical economic paradigm, aiming for a cohesive approach. However, this singular focus was criticized for oversimplifying economic phenomena and neglecting alternative perspectives. Similarly, in the US during the 1980s, economics education was standardized through a neoclassical framework, providing a structured approach that became global. This framework, though consistent, faced criticism for its rigidity and failure to incorporate diverse economic theories that could address real-world complexities. In Malaysia, similar debates have emerged. Critics argue that the current curriculum, which emphasizes neoclassical economics, does not adequately reflect Malaysia’s unique economic context and challenges. They advocate for a curriculum that includes heterodox, Islamic, and development economics. This research explores perceptions of these paradigms through semi-structured interviews with educators, students, and curriculum developers. The findings indicate that a pluralistic approach is crucial for offering students a comprehensive understanding of economic issues specific to Malaysia. The push for a pluralistic economics curriculum is based on the recognition that a singular economic perspective is insufficient for addressing the complex economic issues encountered in the real world. By incorporating diverse perspectives, students would be better prepared to analyse and address the multifaceted economic challenges they will face in their professional and personal lives.

pluralistic economics education; neoclassical dominance; critical realism; economic paradigms; curriculum development; interdisciplinary approach