By Melanie Walker, Elaine Unterhalter
This compelling book introduces Nobel laureate, Amartya Sen’s, power strategy, and explores its value for concept, coverage and perform in schooling. the potential method has attracted realization throughout disciplinary barriers lately contributing to debates in economics, political philosophy, future health and social coverage. This booklet enhances those discussions via contemplating the possibility of the method for paintings in schooling, exhibiting how the aptitude procedure demanding situations a few of the key assumptions of human capital thought and the way it might offer substance for coverage and perform in schooling inquisitive about social justice. The booklet appears to be like particularly at questions in regards to the schooling of kids, 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
2002. Learning careers and the social space: Exploring the fragile identities of adult returners in the new further education. International Journal of Lifelong Education 21:493–509. Gaspar, Des, and Irene Van Staveren. 2003. Development as freedom—and as what else? Feminist Economics 9:137–161. George, Erika R. 2004. Human rights, development and the politics of gender based violence in schools: Enhancing girls’ education and the capabilities approach. Paper read at the Fourth International Conference on the Capability Approach: Enhancing human security, September 5–7, University of Pavia, Italy.
We thus need to engage the view that not everything counts as education if we wish at one and the same time to argue that education expands human freedoms, agency, and empowerment. With regard to education and children, Sen emphasizes the importance of schooling to nurture future capabilities (Saito 2003). Nussbaum, too, is clear that children should be required to remain in compulsory education (schooling) until they have developed the capabilities that are important in enabling them to have genuine and valued choices, such as the choice to exit from a traditional, religious community.
In children and young people’s education it therefore makes sense to consider people’s functionings (what we manage to achieve) and not just capabilities. Thus, teachers need to know if and how capability is being developed, by whom, and under what conditions, as well as how this relates to capabilities. It is clear that addressing the problem of children, capabilities, and functionings raises issues about the content of education capabilities. Brighouse and Swift (2003, p. ” But are there education capabilities that we might argue are objectively good for an individual’s educational development?