Teaching Poverty in Classroom setting: An Anti-oppressive Social Work Practice

Abstract

Since Indian independence, poverty alleviation was an integral component of the five year plans. Apart from affirmative practices, antipoverty measures were directly targeted after Ninth Year Plan (1997-2002). A recent amendment of 10% quota for general economically disadvantaged population of India necessitates a structural understanding of poverty. This paper probes into North East India as it is an epitome of ethnic diversity. It speaks volume of structural inequality narrated through students in class room setting. Through anti-oppressive practice and reflective teaching in class, suggestions are made to improve sensitivity and knowledge base of the students to become better field practitioners.