Teaching poverty: a poverty of perspective
by Sukanya Bose
International Journal of Pluralism and Economics Education (IJPEE), Vol. 4, No. 4, 2013

Abstract: This paper inquires into the nature of economics taught in Indian schools by investigating the theme on poverty, covered routinely as part of economics courses. Our objective is to examine the lens through which issues on development are presented to students and the appropriateness of that frame in terms of epistemic and pedagogic relevance. The serious problem of perspective that the narrow positivist approach allows and promotes is glaringly obvious. The shortcomings lead to a discussion of alternative frameworks and approaches, which can essentially follow from our willingness to transcend the disciplinary boundaries.

Online publication date: Wed, 30-Apr-2014

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Pluralism and Economics Education (IJPEE):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com