[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594831-105":59,"doc-detail-594831-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","economics-education-and-citizenship-individualism-and-cooperative-public-economics","Economics, education and citizenship - Individualism and cooperative public economics","","Economics teachers’ responsibility is examined through the lens of citizenship, cooperative and public economics, focusing on how pedagogical individualism shapes students’ learning and civic outlooks. The paper argues that individualism undermines cooperative and public economics education while citizenship provides a realistic alternative compass. A case study suggests students in economics can develop meaningful awareness of social justice and are receptive to challenging the status quo, provided teachers expose the limits of impossibility views.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/economics-education-and-citizenship-individualism-and-cooperative-public-economics/594831/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/economics-education-and-citizenship-individualism-and-cooperative-public-economics/594831.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What responsibility do economics teachers have regarding citizenship and economics education?","Question",{"text":112,"@type":113},"They must empower students through cooperative and public economics education framed around learning how to be good citizens, and help students question prevailing limitations on such teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which dominant economics teaching philosophy does the paper challenge?",{"text":117,"@type":113},"It challenges pedagogical individualism, arguing that it guides teachers toward supplying skills demanded by students within capitalist assumptions about employability and wages.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper describe students’ responses to alternatives such as citizenship and cooperative economics?",{"text":121,"@type":113},"The reported case study indicates students can show substantial awareness of social justice, that the awareness can increase, and that students value the opportunity to challenge the status quo.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594831,1792452890,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nEconomics, education and citizenship  \nFranklin Obeng-Odoom University of Helsinki, Finland  \nIn the current political economic dispensation, it is important to revisit the opportunities for citizenship, cooperative, and public economics and the responsibility of economics teachers. In doing so, it is essential to analyse the nature of the dominant pedagogical philosophy of individualism, probe what alternatives could be embraced, investigate whether citizenship is a superior compass, and ascertain how students respond to alternatives. The case study reported in this paper demonstrates not only that individualism is problematic but also that citizenship, public and cooperative economics have much prospect of success. Students who are enrolled in economics subjects could show substantial awareness of social justice and, based on their own account, that awareness could be increased. Overall, students appreciate the opportunity to challenge the status quo. If so, citizenship and cooperative economics have a place in the study of economics – contrary to the widely held view that they are irrelevant. It is the responsibility of teachers to expose the ideology of this impossibility view, emphasise the possibilities for cooperative economics and citizenship, and empower students to question and become citizens.  \nKeywords: citizenship, cooperative economics, property, teachers  \nIntroduction  \nIt is the responsibility of economics teachers to empower students through teaching cooperative and public economics and citizenship (in the context of teaching people to be good citizens). This responsibility is much like ‘the responsibility of intellectuals’ more generally (Chomsky, 1967), but economics teachers are also ina unique position. They have a particularly sensitive responsibility because our material conditions of life depend on the ideas and practices of their students, as they assume important decision-making positions in the global system. For this reason, and because, with few respectable exceptions, studies in cooperative and public economics have focused less on teaching (see,for a review, Geerkens, 2008; Marini & Thiry, 2018), it is important to probe how this mandate of economics teachers can best be used.What pedagogical principles must be challenged? What alternatives could be embraced? Can cooperative economics and citizenship animate an actual subject  \nvol. 61, no. 1, 2019  \nof study and, if so, how are such subjects received by students?  \nIndividualism  \nThe principal mainstream economics philosophy tobe challenged by political economists is individualism. According to the proponents of this pedagogical worldview, economics teachers must simply be guided by a demand-driven philosophy. Economics teachers, the argument goes, must simply supply the skills demanded by students who enrol in economics courses. According to this view, such students only seek skills on how to make money within the ‘reality’ of the capitalist system.  \nIn this sense, teaching how to solve the problems of accumulation for industry must, therefore, be the primary focus of teachers because that commitment is assumed tobe the primary demand by students. Making students jobready is an apt description of how teachers of economics must see themselves. Theoretically, this line of thinking Economics, education and citizenship Franklin Obeng-Odoom 3  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \ncan be located within the human capital theory of Gary Becker (1962) and George Stigler (1970) but, in modern times,they can also be seen in the work of David Colander (2003) and Edward Glaeser (2011) to the extent that their version of human capital theory prioritises individual skills as the primary determinant of employability and, when employed, of the wage relation.  \nFor others, notably the Dutch philosopher Michael Merry, under capitalism, there are no options for citizenship, pub","cbCaiuGEP9VPYw60","https://ap.wps.com/l/cbCaiuGEP9VPYw60","pdf",169746,"English","# Introduction\n## Individualism\n## Teaching implications of pedagogical individualism","[{\"question\":\"What responsibility do economics teachers have regarding citizenship and economics education?\",\"answer\":\"They must empower students through cooperative and public economics education framed around learning how to be good citizens, and help students question prevailing limitations on such teaching.\"},{\"question\":\"Which dominant economics teaching philosophy does the paper challenge?\",\"answer\":\"It challenges pedagogical individualism, arguing that it guides teachers toward supplying skills demanded by students within capitalist assumptions about employability and wages.\"},{\"question\":\"How does the paper describe students’ responses to alternatives such as citizenship and cooperative economics?\",\"answer\":\"The reported case study indicates students can show substantial awareness of social justice, that the awareness can increase, and that students value the opportunity to challenge the status quo.\"}]","Economics, education and citizenship - Individualism and cooperative public economics | PDF",1792079924,23]