ABSTRACT
In this comment I evaluate if civic education in German schools is pluralistic by looking at two popular schoolbooks and curricula from North Rhine-Westfalia. Although the Beutelsbacher consensus and public revisions ought to safeguard a balanced representation of socioeconomic perspectives in school education, this objective is only partially fulfilled. In comparison to university economics books and curricula, civic education schoolbooks and curricula show a greater theoretical variety, but often also exhibit mainly neoclassical or ordoliberal concepts. While digitisation appears to increase the influx of one-sided material into schools, this bottom-up process promises the use of more pluralist approaches in universities.
