ABSTRACT
This chapter argues that using student-written ‘gender diaries’ serves as an important pedagogical device for teaching feminist economics, because diaries enable students to more fully consider social inequalities and to critique the masculine-cantered features of neoclassical economics. A case study is presented from a ‘Women in the Economy’ course in which students kept a gender diary. An analysis of a survey of the students indicates that the majority of students found the diary to be both a pleasurable and useful pedagogical device and recommended continued use of the diary specifically for this course. Students were less enthusiastic in recommending the diary for use in other economics courses.
