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000824734 020__ $$a9783319658551$$q(electronic book)
000824734 020__ $$a3319658557$$q(electronic book)
000824734 020__ $$z9783319658544
000824734 035__ $$aSP(OCoLC)on1012939137
000824734 035__ $$aSP(OCoLC)1012939137
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000824734 049__ $$aISEA
000824734 050_4 $$aHB74.5
000824734 08204 $$a330$$223
000824734 24500 $$aPost-crash economics :$$bplurality and heterodox ideas in teaching and research /$$cOmar Feraboli, Carlo J. Morelli, editors.
000824734 264_1 $$aCham, Switzerland :$$bPalgrave Macmillan,$$c[2018]
000824734 300__ $$a1 online resource.
000824734 336__ $$atext$$btxt$$2rdacontent
000824734 337__ $$acomputer$$bc$$2rdamedia
000824734 338__ $$aonline resource$$bcr$$2rdacarrier
000824734 504__ $$aIncludes bibliographical references and index.
000824734 506__ $$aAccess limited to authorized users.
000824734 5208_ $$aThis text demonstrates the continuing relevance of economics for understanding the world, through a restatement of the importance of plurality and heterodox ideas for teaching and research. The Great Financial Crash of 2007-8 gave rise to a widespread critique of economics for its inability to explain the most significant economic event since the 1930s. The current straightjacket of neo-classical undergraduate economic teaching and research hinders students' understanding of the world they live in. The chapters in this book provide examples to demonstrate the importance of pluralistic and heterodox ideas from across the breadth of economics.
000824734 588__ $$aVendor-supplied metadata.
000824734 650_0 $$aEconomics$$xStudy and teaching.
000824734 650_0 $$aEconomics$$xHistory$$y20th century.
000824734 650_0 $$aEconomics$$xHistory$$y21st century.
000824734 7001_ $$aFeraboli, Omar,$$eeditor.
000824734 7001_ $$aMorelli, Carlo J.,$$eeditor.
000824734 852__ $$bebk
000824734 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-65855-1$$zOnline Access$$91397441.1
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000824734 980__ $$aEBOOK
000824734 980__ $$aBIB
000824734 982__ $$aEbook
000824734 983__ $$aOnline
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