What’s “holding it together”?: Care networks and complexity in economics curriculum

Purpose Care is an underutilized concept in K-12 economics education despite the significant role it plays in the lives of students and teachers. This paper posits the anthropological and sociological concept of “care networks” as a useful framework, upon which to build a critical, feminist economics curriculum. Design/methodology/approach We outline an inquiry arc, designed to be adapted for K-12 economics contexts, that enables students to author their care networks, re-understand the economic systems to which they pertain and seek pathways for civic possibilities that may result in alternative, and more equitable, economic arrangements. Findings Piloted with 10th grade students, this paper spotlights illustrative examples of young peoples’ experiences inquiring into their care networks. This inquiry sets the stage for students to make sense of economic complexity through their lived economic experiences, critique the patriarchal assumptions in the dominant, neoclassical narrative in economics curriculum and imagine critical action toward a more communal, supportive and equitable economic system. Practical implications Teachers can use the care network inquiry arc offered in this paper to guide economics curriculum planning in K-12 social studies contexts. Originality/value Care networks offer a pathway for economics curriculum that draws on students’ lives and experiences to build complex understandings of our economic systems that pushes beyond oversimplified neoclassical models.