Teaching the New Inequalities

Using the Human Development Report as Class Text

Bibliographic Data

ID12757697
AuthorsGreta W Salem (corresponding author), C Freeman (0000-0001-6578-0552)
Year2002
Volume3
Issue1
Pages42-52
Publication date2002-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Studies Perspectives (JOURNAL)
Journal identifiersISSN: 1528-3577 • E-ISSN: 1528-3585
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/1528-3577.00078
OpenAlexW2150128660
LanguageEN
Citations received2
References cited1

In this article we share our experiences helping students to think critically about global issues by using the data and the conceptual innovations presented by the authors of the United Nations Development Programme’s Human Development Report We discuss a number of strategies we have applied to actively engage students in the analysis of the extensive data in the Report and the approaches we have taken to help our students understand both the research and the policy implications of the diverse conceptual frameworks introduced in each annual edition. By using a publication that introduces new concepts, new measures, and new insights in each annual edition, we help our students to see how social scientists work and how knowledge is constructed. At the same time, by requiring them to use the data to analyze, compare, and conceptualize, we show them they can “do” social science and discover for themselves some of the realities of the global community described in the more traditional texts

Class (philosophy · Conceptual framework · Engineering ethics · Inequality · Social science · Sociology · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Innovative Teaching Methodologies in Social Sciences

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