Purpose In this case study, the authors examined how pre-service teachers understood and challenged economic myths at various conceptual levels and within teacher education, professional development and in-service teaching. Interrogated myths included those related to market structures, philosophy and analytical tools. Design/methodology/approach Case study research. Findings First, the authors found that providing tools of social analysis led to an increased ability to identify and articulate the socioeconomic myths and limitations in the standards. Second, participants who were taught the skills of critique in prior coursework (e.g. critical historical inquiry) and those who identified the need to teach social studies for justice and articulated a willingness to teach critically were more likely to observe and critique economic myths and their inclusion in standards. Third, the intervention had little impact on the participants' pedagogy despite increased willingness and demonstrated ability to critique limited economic myths and narratives. Practical implications Teacher educators can help preservice teachers develop their critical economics toolbox, given the nature of economics standards and the paucity of critical economic teacher practitioner literature. Additional study is needed to better understand the interrelationships between identity, critical consciousness, justice-oriented teacher preparation and economic education. Originality/value Research on economic narratives and class has been limited in social studies, as has the ideological impact of economic narratives on pedagogy, and how social studies teachers navigate the social relations of production in teaching and learning based on these understandings. This article works at the intersection of these ideas in social studies teacher education.
Magill et al. (Fri,) studied this question.