By Melanie Walker, Elaine Unterhalter
This compelling booklet introduces Nobel laureate Amartya Sen's power technique and explores its value for thought, coverage and perform in schooling. The ebook seems really at questions about the schooling of kids, gender equality, and better schooling. members 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
109). Basic capabilities are therefore a subset of all capabilities and refer to the possibility of satisfying “certain crucially important functionings up to certain minimally adequate levels” (Sen 1980, p. 41; 1992, p. 45; Robeyns 2001, p. 11). Sen does not provide a definite list of basic capabilities, nor a fully justified account of how to identify them, but he mentions several elementary capabilities, which include the capability to be sheltered, nourished, educated, and clothed (Sen 1999, p.
The latter constitutes a useful element of reference and comparison upon which we can build an account of basic enabling conditions. THE CAPABILITY TO BE EDUCATED 37 What are, ultimately, these enabling conditions constitutive of the basic capability to be educated? I suggest the following list of basic capabilities for educational functionings, at the ideal level: ● ● ● ● ● ● ● Literacy: being able to read and to write, to use language, and discursive reasoning functionings Numeracy: being able to count, to measure, to solve mathematical questions, and to use logical reasoning functionings Sociality and participation: being able to establish positive relationships with others and to participate in social activities without shame Learning dispositions: being able to concentrate, to pursue interests, to accomplish tasks, to enquire Physical activities: being able to exercise and being able to engage in sports activities Science and technology: being able to understand natural phenomena, being knowledgeable on technology, and being able to use technological tools Practical reason: being able to relate means and ends and being able to critically reflect on one’s and others’ actions While presenting relevant similarities with Bailey’s serving competencies, this subset of basic capabilities in education complies with the principles outlined as important to its selection, in that the absence of these elements would disadvantage the individual.
170). Ultimately, analyzing Sen’s concept of basic capability and its specification by Alkire has highlighted how the idea of basic capability, understood as the capability to meet basic needs, inscribes it in a substantial philosophical framework. Fundamental elements of this perspective are the overall aims of well-being and individual’s choice and participation. If Alkire’s account of basic capabilities presents potentially interesting implications for understanding education as basic capability, Williams’s view on basic capability seems also particularly relevant in thinking of education.