Wendy Mockler Giles
Lumen Christi Catholic College, PAMBULA BEACH, NSW 2549
2007-Present Facilitator of Pedagogy University of Wollongong, BEGA Campus, NSW 2550 2016-Present Masters of Teaching Tutor (pre-service teachers) Nationally accredited as a Highly Accomplished Teacher 2018 Economics & Business Educators NSW Director 2016-current |
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My StoryI studied Economics for my Higher School Certificate and almost immediately I recognised this was the discipline and way of thinking that resonated with me. From there I studied my Bachelor of Economics at the University of Newcastle. I found myself in Labour Economics, Economic History and even though I enjoyed big data, I gravitated to those marginal subjects in economics that hadn't quite been dominated by cliometrics. I was always looking for the stories.
In approaching this study tour and opportunity to investigate 'Teaching Economics for Fearless Girls' I'm still looking for the stories. Bill Clinton has referred to something his uncle had said, "Everyone has a story but most people don't know how to tell it." Has Economics forgotten how to tell its story? The Story of Women in EconomicsWith globalisation, a digital disruption has begun. Technology may yield long-term gains and productivity or conversely greater inequality, as traditional labour markets are displaced by automation. Nobel prize winner, Joseph Stiglitz would argue globalisation is not a Pareto improvement. Regardless, it seems that globalisation and technology are simultaneously creating and destroying jobs while education systems have largely remained static.
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Roadblocks exist for women in outdated cultural norms, lack of access to information and female role models, as well as misinformation regarding career paths in economics. Some would argue that the culture of economics is also at fault. All are exacerbated by institutional bias and inertia.
This research into economics education is also an opportunity to redesign pedagogy. We have teachers from the 20th century operating in an education system designed in the 19th century in a tense dynamic with 21st century students manipulating emerging technologies in a changing context. To be involved in an international conversation on economics’ curriculum, pedagogy and assessment offers a professional learning experience to rethink economics and its place as the foundation social science.
This research into economics education is also an opportunity to redesign pedagogy. We have teachers from the 20th century operating in an education system designed in the 19th century in a tense dynamic with 21st century students manipulating emerging technologies in a changing context. To be involved in an international conversation on economics’ curriculum, pedagogy and assessment offers a professional learning experience to rethink economics and its place as the foundation social science.