Download Amartya Sen’s Capability Approach and Social Justice in by Melanie Walker, Elaine Unterhalter PDF

By Melanie Walker, Elaine Unterhalter

This compelling publication introduces Nobel laureate Amartya Sen's strength procedure and explores its importance for conception, coverage and perform in schooling. The e-book seems rather at questions in regards to the schooling of youngsters, gender equality, and better schooling. participants 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

Example text

The notion of choice (and therefore some degrees of personal autonomy) is present in ways which did not previously exist and horizons are extended beyond what might have been imagined. (2004, p. 190) These empirical studies confirm the value of the capability to be educated as fundamental as well as foundational to different capabilities. They show the role of education as having sustained and transformative effects, as well as highlighting the interconnectedness of the effects of learning in promoting people’s well-being and therefore their freedom to lead flourishing lives.

Furthermore, being able to express oneself in different forms, with respect to thoughts as well as imagination, creativity, and belief, is also constitutive of literacy broadly conceived. In this sense, as Bailey notices, “here is the first great practice of human agents into which children must be initiated” (1984, p. 111). Nussbaum (2003) further supports this view in defending the intrinsic 38 LORELLA TERZI value of literacy as crucial to human dignity. One of the most common critiques of literacy relates to its “parochial” and highly Westernized value, one that is allegedly not important to all those individuals who happen to live in nonliterate societies or indeed in communities where being literate is not deemed important.

The second insight relates to the understanding of practical reason and more generally to the possibility of including capabilities concerned with the acquisition and development of a conception of the good as well as of a critical reflection on one’s life. As we have seen, I have included practical reason in terms of reflecting on the relation between means and ends and on actions, rather than in the more substantive terms of forming a conception of the good in relation to one’s life. This latter understanding appears as pertaining more to higher levels of capabilities, both in terms of educational and general capabilities.

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