As the fallout from the 2008 global financial crash reverberated around the world, a group of students at Harvard University in the US walked out of their introductory economics class complaining it was teaching a “specific and limited view” that perpetuated “a problematic and inefficient system of economic inequality”.
A few weeks later, on the other side of the Atlantic, economics students at Manchester University in the UK, unhappy that the rigid mathematical formulas they were being taught in the classroom bore little relation to the tumultuous economic fallout they were living through, set up a “post-crash economics society”.
