New PDF release: Amartya Sen's Capability Approach and Social Justice in

By Melanie Walker, Elaine Unterhalter

ISBN-10: 1403975043

ISBN-13: 9781403975041

This compelling book introduces Nobel laureate, Amartya Sen’s, strength procedure, and explores its value for idea, coverage and perform in schooling. the aptitude technique  has attracted consciousness throughout disciplinary limitations in recent times contributing to debates in economics, political philosophy, health and wellbeing and social coverage. This e-book enhances those discussions via contemplating the potential for the process for paintings in schooling, displaying how the aptitude process demanding situations many of the key assumptions of human capital concept and the way it will probably supply substance for coverage and perform in schooling interested in social justice. The booklet 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

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This page intentionally left blank 2 The Capability to Be Educated Lorella Terzi n this chapter I outline a possible conception of the capability to be educated. I argue that the capability to be educated, broadly understood in terms of real opportunities both for informal learning and for formal schooling, can be considered a basic capability in two ways. First, in that the absence or lack of this opportunity would essentially harm and disadvantage the individual. Second, since the capability to be educated plays a substantial role in the expansion of other capabilities, as well as future ones, it can be considered basic for the further reason that it is fundamental and foundational to the capabilities necessary to well-being, and hence to lead a good life.

Further conceptions within the capability approach have outlined how Sen’s framework, as a general normative one, is not in conflict with specifying a list of capabilities aimed at a determined purpose (Robeyns 2003, p. 15). My task is trying to ascertain what functionings and capabilities are constitutive of the basic capability to be educated, and hence a priori of determined contexts, whilst also aiming at operationalizing capability for the determined and specific purpose of education. In this sense, and following from the previous points, the selection of a specific list of educational capabilities seems not only plausible, but also justified.

The first facet in which the opportunity to be educated can be considered a basic capability relates to its crucial importance for people’s wellbeing. The capability to be educated is basic, since absence or lack of education would essentially harm and disadvantage the individual. This is specifically, albeit not solely, the case for children, where absence of education, both in terms of informal learning and schooling, determines a disadvantage that proves difficult, and, in some cases, impossible to compensate in later life.

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Amartya Sen's Capability Approach and Social Justice in Education by Melanie Walker, Elaine Unterhalter


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