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vides them with the ability to go beyond a theoretical analysis of poverty is their
firsthand experi ence of the slum, and the lived expe rience of their own family life.
Pov erty is a complex, multidimensional phenomenon. One cannot teach it in a
classroom; it needs an immer sion in the cauldron of real life. By mentoring a
schoolchild, an MBA student is able to walk — albeit tem porarily — in the shoes
of someone who has received a raw deal in life. This has deeper consequences
than just enabling a better understanding of poverty. As the mentoring pro gresses,
the student and mentee form bonds of deep affection. They celebrate festivals
and birthdays to gether, and explore shared interests. The child’s stories of small
victories — a higher grade in school, a medal for music, better chess skills —
bring joy and fulfillment to the mentor and to the mentee’s family. The slum
neighborhood itself becomes not a strange, hostile place but a place of commu-
nity and bonding. The result? My students go from being outsiders to insiders.
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