Poverty signifies a state of deprivation where individuals fail to meet a minimum standard of living, while vulnerability indicates the risk of poverty within a population. Several key questions emerge from discussions on these issues: Who are the poor and the most vulnerable? How do we measure poverty and assess vulnerability? Why does poverty persist, and why are some individuals more prone to it? And, why are these conditions unfair and unjust? This advanced research seminar examines these key questions.
This research seminar is designed for students in their third and fourth years of college. Students in their second year may also join with the prior approval of the instructor. We will explore the key concepts in the course verbally and through written expositions and use mathematical formulations to express the ideas in formal terms. The course will involve a close analysis of household survey datasets. Some familiarity with spreadsheet analyses of data is expected for this purpose. Prior knowledge of statistical theory/applications will be advantageous.
The course has two requirements: [a] Class participation based on deep reading of assigned materials, and [b] a research project with related homework assignments. Attendance is mandatory, and students are expected to carefully prepare by engaging with assigned readings and actively participating in class discussions. Additionally, students will conduct empirically-grounded research to examine the nature and causes of poverty and vulnerability. All datasets will be provided to the students; however, it’s important to note that the instructor has the permit and privilege to oversee the datasets. Any use, citation, or distribution of the datasets without prior written approval from the instructor and/or without their knowledge would constitute a breach of trust and violate the terms of use.
Learning Outcomes:
The course has three aims: [1] It is designed to help students gain a critical understanding of the foundational economic theories of poverty and vulnerability analysis, and master the applied tools necessary to conduct their own research. [2] It introduces students to key approaches to distributive justice. [3] It is devised to guide them in formulating their own thesis questions and providing empirical support for their arguments. Students will be encouraged to expand their knowledge through active, self-determined investigation and to adopt a transdisciplinary approach to learning in this class. Throughout this course, students will enhance their capabilities for critical analytical thinking and advance their abilities in research, creation, and communication.
Delivery Method: Fully in-person
Prerequisites:
At least one 2000-level course in SCT. Prior knowledge of data analyses is desirable and some familiarity with spreadsheet analyses of data is expected. Some prior knowledge of statistical theory/applications will be advantageous. Also, approval of course instructor is required. Students should email the course instructor (lbanerjee@bennington.edu) with an expression of interest, and explain [in few sentences] [a] why they are interested in this course, [b] if the course fit with their academic plan, and, if yes, then how, [c] if they fulfill the prerequisites for the course and what courses [that would satisfy the prerequisite criterion] have they taken before [stating the course name and level of prior courses in economics/political economy, SCT, mathematics etc]. The emails should be received by December 1st, 2024.
Course Level: 4000-level
Credits: 4
W 2:10PM - 5:50PM (Full-term)
Maximum Enrollment: 15
Course Frequency: Every 2-3 years
Categories: 4000 , All courses , Four Credit , Fully In-Person , Political Economy
Tags: critical analytical thoughts , data analyses , economics , inquiry , justice , poverty , research and engagement , vulnerability