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

By Melanie Walker, Elaine Unterhalter

This compelling ebook introduces Nobel laureate Amartya Sen's power process and explores its importance for thought, coverage and perform in schooling. The ebook appears to be like really at questions about 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 resources for Amartya Sen's Capability Approach and Social Justice in Education

Sample text

4:5–24. Bourdieu, Pierre, and J-C Passeron. 1977. Reproduction in education, society and culture. 2nd ed. London: Sage. , and H. Gintis. 1976. Schooling in capitalist America. New York: Basic Books. ———. 2002. Schooling in capitalist America revisited. Sociology of Education 75 (2): 1–18. THE CAPABILITY APPROACH 17 Brighouse, Harry. 2000. School choice and social justice. Oxford: Oxford University Press. ———. 2002. What rights (if any) do children have? In The moral and political status of children, edited by A.

Establishing positive relationships with others allows for personal and social development, which is consistently proven by educators as fundamental to learning. Much learning is promoted and sustained by social functionings such as cooperating, being part of a group, supporting, or being supported by others. Related to sociality, participation is also crucial in education and more so when considering the essential role it plays in the exercise of agency. In this sense, the capability of positively participating in educational activities may well promote the adult mature capability so important for Sen’s approach.

The distinction between parts I and II is slightly artificial as there is discussion of theoretical issues in the chapters in part II and reflections on data in part I, but the difference is one of emphasis. Readers who wish to start with a “feel” of what the capability approach looks like when applied to education are advised to start with part II and come back to part I for discussions and debates about some of the conceptual issues. Readers who want to immerse themselves in the conceptual debate before looking at analyses of particular contexts should start with part I and then move to part II.

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