By Melanie Walker, Elaine Unterhalter
This compelling book introduces Nobel laureate, Amartya Sen’s, potential process, and explores its value for conception, coverage and perform in schooling. the potential strategy has attracted awareness throughout disciplinary limitations lately contributing to debates in economics, political philosophy, well-being and social coverage. This ebook enhances those discussions through contemplating the potential for the method for paintings in schooling, exhibiting how the potential process demanding situations the various key assumptions of human capital conception and the way it could actually supply substance for coverage and perform in schooling focused on social justice. The publication seems to be particularly at questions in regards to the schooling of youngsters, gender equality, and better education.Contributors hail from the united kingdom, united states, Australia, Italy and Mexico.
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Extra info for Amartya Sen's Capability Approach and Social Justice in Education
Terzi, Lorella. 2005. Beyond the dilemma of difference: The capability approach to disability and special educational needs. Journal of Philosophy of Education 39:443–460. Unterhalter, Elaine. 2003a. The capabilities approach and gendered education: An examination of South African complexities. Theory and Research in Education 1 (1): 7–22. ———. 2003b. Crossing disciplinary boundaries: The potential of Sen’s capability approach for sociologists of education (review). British Journal of Sociology of Education 24 (5): 665–669.
The latter constitutes a useful element of reference and comparison upon which we can build an account of basic enabling conditions. THE CAPABILITY TO BE EDUCATED 37 What are, ultimately, these enabling conditions constitutive of the basic capability to be educated? I suggest the following list of basic capabilities for educational functionings, at the ideal level: ● ● ● ● ● ● ● Literacy: being able to read and to write, to use language, and discursive reasoning functionings Numeracy: being able to count, to measure, to solve mathematical questions, and to use logical reasoning functionings Sociality and participation: being able to establish positive relationships with others and to participate in social activities without shame Learning dispositions: being able to concentrate, to pursue interests, to accomplish tasks, to enquire Physical activities: being able to exercise and being able to engage in sports activities Science and technology: being able to understand natural phenomena, being knowledgeable on technology, and being able to use technological tools Practical reason: being able to relate means and ends and being able to critically reflect on one’s and others’ actions While presenting relevant similarities with Bailey’s serving competencies, this subset of basic capabilities in education complies with the principles outlined as important to its selection, in that the absence of these elements would disadvantage the individual.
2004a. Capabilities, lists and public reason: Continuing the conversation. Feminist Economics 10:77–80. ———. 2004b. What Indians taught China. The New York Review of Books 19:61–66. Stromquist, Nelly. 1998. Empowering women through knowledge: Politics and practices in international cooperation in basic education. Stanford, CA: SIDEC. Terzi, Lorella. 2005. Beyond the dilemma of difference: The capability approach to disability and special educational needs. Journal of Philosophy of Education 39:443–460.