Use in Undergrad Teaching
This section is a work-in-progress based on examples of how Take Back the Economy is being used in undergraduate teaching. Please send us your stories of how you are using the book, and any examples of student work you can share (send to firstname.lastname@example.org).
- In the first half of 2015, Jenny Cameron (one of the authors) was invited to teach a Special Topic in Urban Studies at The Chinese University of Hong Kong based on Take Back the Economy. Teaching TBTE in Hong Kong contains Jenny's full set of teaching materials and you are welcome to use and adapt these materials. (And we'd love to hear how you use them).
- Kelly Dombroski, from Te Whare Wānanga o Waitaha (University of Canterbury), Aotearoa New Zealand, uses Take Back the Economy as the textbook for a third year Rethinking Development course that covers the basics of development theory then introduces community economies as a form of postdevelopment theory and practice. For more details on this course and some of the teaching materials, click here.
- Lindsay Naylor, from University of Delaware, uses Take Back the Economy as the course text in a second-year Economic Geography class. Students complete a 20 per cent 'Take Back' assignment. For details on the assignment and some examples of students' work, click here.
- Cecilia Rio, from Towson University, Maryland, has used the ideas which underpin Take Back the Economy in a project involving students. The project involved collaborating with B-More: Baltimore and Other Urban Communities to tell stories of Baltimore’s diverse economies. WMST350/ BMore.
- Nicholas Blomley, from Simon Fraser University, has adapted the time-property geography tool from Chapter 5 on Taking Back Property (see pp. 133-135) so students can produce their own time-property geographies.
- In her teaching Anke Schwittay, from the University of Sussex, introduces students to a reframing of the economy. She starts by getting students to keep economic diaries which are then 'translated' into economic inventories. She also gets them to consider the ethical dimensions of their economic activities by exploring questions such as 'On what basis am I making economic decisions?' 'What kind of social relationships am I entering or creating through my economic activities?' You can read more by clicking here.
- We’ve also put together examples of films and related resources that can be used when teaching Take Back the Economy.