Challenges and pedagogies for teaching inequality in undergraduate development economics

Sucharita Sinha Mukherjee

International Journal of Pluralism and Economics Education, 2018, vol. 9, issue 1/2, 69-80

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. (search for similar items in EconPapers)
Date: 2018
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.inderscience.com/link.php?id=92241 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:69-80

Access Statistics for this article

More articles in International Journal of Pluralism and Economics Education from Inderscience Enterprises Ltd
Bibliographic data for series maintained by Sarah Parker ().