Title: Teaching poverty: a poverty of perspective

Authors: Sukanya Bose

Addresses: National Institute of Public Finance and Policy, 18/2, Satsang Vihar Marg, Special Institutional Area (Near JNU), New Delhi 110067, India

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.

Keywords: school economics; poverty line; capability approach; socialisation; preconceptions; economics education; India; schools; perspective; positivism; positivist approach; transdisciplinary.

DOI: 10.1504/IJPEE.2013.060174

International Journal of Pluralism and Economics Education, 2013 Vol.4 No.4, pp.371 - 386

Published online: 30 Apr 2014 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article