Political Economy is a broad church. This aspect makes it challenging to teach. One wants to engage all students in the classroom, but the range of students’ interests can vary considerably. Moreover, they demand more in terms of engagement and practicality. It is not enough to recite material for rote learning. How does one fulfill the demand while maintaining integrity of the unit in terms of breadth and depth of theory and method? Political Economy at the University of Sydney has an additional challenge in that students and staff approach facets of the economy – a system of social provisioning, more generally – from different disciplines. Disciplines represented by staff include economics, political science, sociology, and history, among others.
Yes, one can flip the units so that the examples provided to support theory act to stimulate thinking about possible explanations. Then, one can proceed to discuss the relevant theories to solidify students’ understanding. This is a good start for engagement, but beyond flipping what can one do?




