International Journal of Social Science & Economic Research
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Dr. V. Sudhakar

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Dr. V. Sudhakar
Professor of Education, The English and Foreign Languages University, Hyderabad-500007

Sudhakar, Dr. V. "UNDERSTANDING POVERTY AND SOCIAL RESPONSIBILITY OF TEACHER EDUCATORS." Int. j. of Social Science and Economic Research, vol. 4, no. 4, Apr. 2019, pp. 2995-3007, Accessed Apr. 2019.
Sudhakar, D. (2019, April). UNDERSTANDING POVERTY AND SOCIAL RESPONSIBILITY OF TEACHER EDUCATORS. Int. j. of Social Science and Economic Research, 4(4), 2995-3007. Retrieved from
Sudhakar, Dr. V. "UNDERSTANDING POVERTY AND SOCIAL RESPONSIBILITY OF TEACHER EDUCATORS." Int. j. of Social Science and Economic Research 4, no. 4 (April 2019), 2995-3007. Accessed April, 2019.


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The central concern of this paper is to argue that the framework of teacher education curriculum must include issues and debates that are central to political economy and the economics of education. Participation of teacher education departments in everyday life and real life situations of people enable them to understand the underlying social realities, power structures and political relations. And also empower them to critically reflect on public policy debates and governance of people. Education is considered as one of the most important factors in improving the quality of life of the people. Quality schooling and good education help people to access economic, social and political resources and opportunities available in the society. Historically the dominant discourses in teacher education have systematically marginalized debates around the complex relationships that exist among poverty, caste, power, knowledge, culture, ideology, inequalities and schooling. Teacher educators ought to understand the principles and philosophy of the Constitution and must emerge as leaders in evaluating the public policies and state interventions and developmental programmes. Such critical engagement and creative participation in civic education would transform teacher education departments and make them relevant to people and society. An attempt is made in this paper to work out a framework to understand the contesting perspectives of poverty and its implications to teacher education.