In some previous posts [here and here] I discussed my experience of, and thoughts about, the University of Cape Town (UCT)’s undergraduate economics curriculum. I committed to writing a final, constructive post on what I think a South African economics curriculum (not particularly limited to UCT, or undergraduates) should look like.
That intention was partly overtaken by events and time constraints, but mainly I decided that the question deserved more lengthy treatment than just a blog post. So I am drafting a paper, which I hope to present at a few, relevant conferences/workshops, and once that draft is completed I will post a summary here.
I have been a little slow in picking-up on recent events at UCT this week regarding the economics curriculum. One of the non-permanent lecturers on the history of economic thought (HET) course, Kenneth Hughes, has had to stop teaching in person after some students took exception to a piece he wrote about aspects of the Rhodes Must Fall movement and UCT management’s response to RMF. [Subsequently an appropriately punchy response has been published from Russell Ally, Executive Director for Alumni and Development at UCT]
This is really all too predictable, and I have little sympathy for the department or university management: they are reaping the consequences of myopic and unprofessional decisions made in the past (albeit maybe not always by the same protagonists). As I noted in a footnote to a previous piece, when the core staff for the HET course were unavailable, the then-HoD (not the current one) just pulled-in whoever they could with little regard for academic status, qualifications, what they actually taught and so forth.
Continue reading “The predictable, but necessary, drama at UCT”
At the end of Part I of this comment on the UCT economics curriculum, I identified two further issues for immediate consideration: the nature of textbooks, and problems arising from academic incentives. The textbook issue also raises the important role of history of economic thought and economic history courses.
Continue reading “The Undergraduate Economics Curriculum at the University of Cape Town: Part II”