Authors: Sucharita Sinha Mukherjee
Addresses: College of Saint Benedict/Saint John's University, 37 S College Avenue, Saint Joseph, Minnesota 56374, USA
Abstract: Students in undergraduate economics classes, bogged down by mathematical and statistical technicalities, often fail to connect classroom learning to real world experiences which would better help to understand concepts and to examine policy prescriptions for economic issues such as economic inequality. Through a combination of different pedagogies involving academic resources, media, data analysis and experiential learning, students in my economic development course are exposed to the challenges of measuring and combating inequality. By looking at income inequality in conjunction with inequalities of health and education access, and understanding gender and racial differences across nations as well as locally, students grasp the complexities of public policies addressing inequality. Adopting a feminist methodology in class provides students a framework to analyse the heterogeneity of the human experience critical to the study of inequality.
Keywords: inequality; pedagogy; undergraduate economics pedagogy; development economics; feminist pedagogy.
International Journal of Pluralism and Economics Education, 2018 Vol.9 No.1/2, pp.69 - 80
Available online: 01 Jun 2018 *Full-text access for editors Access for subscribers Purchase this article Comment on this article