By Melanie Walker, Elaine Unterhalter
This compelling book introduces Nobel laureate, Amartya Sen’s, strength strategy, and explores its value for idea, coverage and perform in schooling. the aptitude technique has attracted realization throughout disciplinary limitations lately contributing to debates in economics, political philosophy, health and wellbeing and social coverage. This ebook enhances those discussions by way of contemplating the possibility of the method for paintings in schooling, exhibiting how the aptitude process demanding situations a few of the key assumptions of human capital concept and the way it may well offer substance for coverage and perform in schooling excited about social justice. The ebook seems particularly at questions about 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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Additional resources for Amartya Sen's Capability Approach and Social Justice in Education
According to Robeyns, basic capabilities in Williams’s specification have to be understood as “deeper, foundational, generic, general, aggregated (not over persons but over different capabilities in one person) capabilities” (Robeyns 2001, p. 12). Robeyns notices that the use of basic in the sense of fundamental capabilities is implemented in several empirical studies based on the capability approach. These refer to fundamental capabilities including the capability of being sheltered and living in a safe environment; being in good health and enjoying physiological well-being; being educated and having knowledge; enjoying social relations and emotional well-being; as well as being safe and maintaining bodily integrity.
Selecting Capabilities in Education What subset of enabling conditions is fundamental to the capability to be educated? Selecting basic capabilities in education is a complex task, and hence my account of this aspect aims necessarily at indicating some possible developments, rather than at providing a complete and exhaustive account. Moreover, selecting basic capabilities in education means looking at what beings and doings are at the same time crucial to meeting basic needs, thus avoiding harm for the individual, and foundational to the enhancement of other beings and doings both in education and for other capabilities.
Elaine Unterhalter's second piece explores the question of what gender equality in education means and how the capability approach has affinities with particular meanings of gender and equality. She shows how the approach to education equality in the capability approach is different, on the one hand, to that which emphasizes equality in the distribution of inputs or outputs of education, and on the other, from that which stresses empowerment and equal conditions in education. In this the chapter has relevance for thinking of other inequalities in education, for example, those relating to class, race, or ethnicity.