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1.
The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to include both intrinsic and instrumental purposes and to therefore include personal development, economic opportunities and becoming educated citizens. Core ideas from the capability approach are outlined, with examples, before possible articulations of capability and Sen's notion of process freedom with critical pedagogy are investigated. It is argued that each approach has something to offer when brought alongside as ‘critical capability pedagogies’, which seek to enhance and expand student experiences of learning and their ‘valuable beings and doings’. Finally core capabilities in a university education are considered and some of the problems of domesticating the capability approach addressed.  相似文献   

2.
The article provides an alternative theoretical framework for evaluating contemporary issues facing education, specifically vocational education and training (VET) in Europe. In order to accomplish this, it draws on the theoretical insights of the capability approach in the work of Amartya Sen; the concept of vulnerability as intrinsic to every human being, established by Fineman and Grear; and the concept of oppression advanced by Iris Marion Young. By developing the core concepts of each of these theories, the paper presents a human-based evaluative tool for education and argues that a fundamental misconception has arisen as to the purpose of post-compulsory education, a misconception generated by the wholesale application of the language of skills and productivity to the field of education, thus relinquishing its role to purely economic interests. The social justice framework presented herein aims to present a possible alternative approach to discuss and evaluate VET, in which humanistic concepts such as the recognition of human vulnerability and agency are central to the debate.  相似文献   

3.
The purpose of this paper is to examine whether Amartya Sen's capability approach can suggest an appropriate theory of education for ethical development. Many advocates of Sen's capability approach insist that his approach is superior to rival theories of education, including the human capital theory. This is because Sen emphasizes the purpose and various roles of education for achieving substantial freedom while rival theories focus on the instrumental aspects of education. A focus on rival educational theories often results in the negative effects seen occurring in colonial education. In principle, we agree with the advocates of Sen’s capability approach. However, we doubt that Sen’s emphasis is sufficient for guaranteeing that his capability approach is the appropriate theory of education for application in the context of ethical development. It does not have theoretical completion, and it gives no guidance as to conflict resolution concerning the roles, or value, of education. Nor does it give guidance as to how to implement pedagogical strategies. This incompletion allows economically instrumental values to dominate intrinsic values and non-economically instrumental values, as seen with the educational Millennium Development Goals. This prioritization is what has occurred in colonial education through the application of human capital theory. We suggest that in Sen’s capability approach, firstly, the meaning of the intrinsic value of education should be clarified; secondly, the non-economically instrumental roles of education should be explicated in the context of development; and finally, the priority of the intrinsic and the non-economically instrumental roles of education value should be taken over the economically instrumental values. In this revised theory, people’s substantive freedom is achievable through education, people’s aboriginal identities and values remain intact, and developing countries take seriously pedagogical strategies.  相似文献   

4.
The phenomenon of low-cost private schools ‘mushrooming’ in poor areas of sub-Saharan Africa and South Asia, and elsewhere, is now well-documented. Findings from research by the author’s teams and others show that these schools are serving a majority (urban and peri-urban) or significant minority (rural) of the poor, including significant proportions of the poorest of the poor. Concerns are raised in the literature about their implications for social justice. In The Idea of Justice, Amartya Sen asks us to rethink ideas about justice; instead of the quest for a Rawlsian ‘transcendental institutionalism’, he argues for a comparative approach, grounded in the practicalities of human behaviour. Linking Sen’s ideas on justice with the grassroots privatisation leads to the tentative conclusion that those concerned with promoting social justice could agree to help improve access to, and quality in, the low-cost private school sector, rather than focus on the public education sector. Paradoxically, this could be true even for those whose ideal is an egalitarian public education system.  相似文献   

5.
This article analyses a Chinese approach to social justice in education using the example of Shanghai. In addressing schooling inequalities, Shanghai illustrates social justice education with Chinese characteristics, which revolves around the ideal of ‘educational balance’ (jiaoyu junheng). The ‘balance’ in question is about achieving a values-centred and all-round education in and across all schools through the cultivation of a school’s ‘inner quality’ (neihan). This Chinese formulation of social justice education is manifested through two representative policy measures: creating and strengthening ‘new high-quality schools’ and helping weak schools to level up. The Chinese characteristics of these action plans are seen in two ways: a focus on social justice between schools rather than between students; and an emphasis on the moral cultivation of students. It is argued that a Chinese model of social justice education promotes educational equity to some extent through the politics of redistribution, recognition and representation. However, a major critique is its hegemonic and top-down nature, which overlooks alternative and competitive voices—especially those of migrant children—as part of a politics of representation.  相似文献   

6.
Abstract

We defend in this paper the importance of redistributing power in the field of education development by enhancing the self-sustainability of education initiatives and minimizing their roots in dependency – these as pre-requisites for improving their sustainable development outcomes. We do this by considering an education development initiative run by the Barefoot College in India, and then developing an explanatory model based in complexity theory (as expounded by Edgar Morin) and in the capability approach (as developed principally by Amartya Sen and Martha Nussbaum). We conclude that such a redistribution of power would help to ensure that education is better connected to its development context, more relevant to the interests and needs of the community it serves, and its quality enhanced. More generally, we reinforce existing arguments – but from the perspective and imperative of sustainability – why it is in the interests of policy-makers to devolve power and to provide resources to such initiatives. Doing so would enhance governments’ prospects of realizing their education and social development goals. The arrogation of power and resources towards the centre, an almost natural impulse in policy-making, is, in the end, counter-productive, and threatens sustainable education and social development.  相似文献   

7.
This article contextualises Education in Pakistan, a White Paper (2007), an influential education policy paper in Pakistan. The focus is on the ways the White Paper constructs its own contexts as a complement to the policy solutions proffered. Here we recognise Seddon’s point about the discursive work of policy in constructing context. We focus on the way the White Paper constructs its political/ideological context and its global/national context. The White Paper works with the trope of a binary construction of Islam – fundamentalist or moderate – which rearticulates Orientalist Western constructions. The analysis of the construction of the global/national contexts demonstrates the framing of the policy by the Millennium Development Goals, and the Washington and post‐Washington consensus.  相似文献   

8.
ABSTRACT

This paper examines the tensions between education policy’s attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick’s final film, Eyes wide shut. My argument is that while the individual and society are both constituted through unavoidable division, antagonism and opacity, these notions are obscured through the operations of fantasy which holds out the promise of wholeness, harmony and redemption. In particular, education serves as a key site in which these fantasmatic ideals are promoted and pursued, a claim I substantiate via an analysis of the UK government’s 2016 White Paper, Educational Excellence Everywhere. Specifically, I read the White Paper in terms of five fantasies of: control; knowledge and reason; inclusion; productivity; and victimhood. My argument is that while fantasy is an inescapable element that inevitably structures what we take to be ‘reality’, education policy might strive to inhabit fantasy differently, thereby finding ways of escaping its current mode of seeing education with eyes wide shut.  相似文献   

9.
The language of school is very often an obstacle to the successful education of indigenous, migrant, and minority children. One such group in Europe, the Romani, constitutes an ideal case of educational injustice meeting linguistic difference, racism, social marginalization, and poverty. Notwithstanding its virtues, rights-based advocacy for language minority children has not fulfilled its promise of educational justice: we propose that Sen’s comparative capabilities approach is a better approach. We raise preliminary questions about (a) the unique linguistic situation for Romani youth in contemporary Europe, and (b) about the advantages of using Sen’s capabilities approach as a conceptual tool for this investigation, and for investigations of other situations where linguistic minorities face persistent social injustice. We will attempt this through the investigation of a recent case of discrimination against Romani children on the basis of language, adjudicated by the European Court of Human Rights (ECtHR).  相似文献   

10.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

11.
Amartya Sen's capability approach and education   总被引：1，自引：0，他引：1  
The human capabilities approach developed by the economist Amartya Sen links development, quality of life and freedom. This article explores the key ideas in the capability approach of: capability, functioning, agency, human diversity and public participation in generating valued capabilities. It then considers how these ideas relate specifically to education, before arguing that participatory action research might be a methodology for implementing and evaluating capabilities in education as a way of ‘doing’ fairness and equality in education.  相似文献   

12.
ABSTRACT

This papers draws on the compelling example of a political movement in South Africa in the 1960s and 1970s to explore both how epistemic justice conditions of possibility and of failure play out in practice. It provides a springboard to understand how and why failures of epistemic justice matter tremendously for democratic and inclusive lives and how the historical example can point us in the direction of higher education as a space for Amartya Sen’s redressable injustices if underpinned by Miranda’s Fricker’s core capability of epistemic contribution being available pedagogically to all. The paper engages with ideas, practices and actions fostered by Black Consciousness against apartheid as both a hermeneutical and a testimonial injustice in South Africa, with both having a relational structure of giving and receiving, as Fricker argues and as Jose Medina elaborates by extending the structure to include the communicative and participatory. The paper then shows the importance of these conceptual frames to transformative higher education practices and how such practices might contribute to more epistemic justice in higher education.  相似文献   

13.
Here we examine New Labour’s education policy concerning social justice and the organisation of educational provision with reference to social capital as policy vocabulary. The central focus is on policy discourses and practices in relation to networking between schools and other partners. We identify three policy phases for reducing inequalities and social exclusion, while supporting human capital formation: (1) EAZs in the late 1990s; (2) refocusing on specialisation and beaconisation, 2000–2003; and (3) transformations signalled by the diversity and choice agenda of the White Paper 2005, academies and trusts. We detect a drift in policy targets and aspirations from the early idealised ‘new and exciting’ kinds of educational participation and democracy, returning to more traditional professionalist arrangements in specialisation/beaconisation, and currently moving in the direction of post‐democratic governance in the academies programme, while doing little to challenge processes of stratification of educational institutions or outcomes. We develop the argument concerning the ‘post‐democratic’ turn in education policy by exploring the possibilities and limitations of policy‐making which deploys social capital vocabulary and mechanisms, ending with the paradox of social capital as a theory of democracy articulating with ‘post‐democratic’ educational structures.  相似文献   

14.
This paper investigates the capabilities of remote rural teachers in Indonesia’s Probolinggo Regency to make meaningful pedagogic connections between students’ homes and their classrooms. The term capabilities is derived from Sen’s to Nussbaum’s capabilities approach, which refers to substantive freedom or opportunities that a person holds to do and to be a certain thing that he or she considers valuable. Informed by the capabilities approach (CA), the study involved classroom observations, teacher interviews and examination of Indonesian curriculum documents (teachers’ syllabi and lesson plans). Making connections between homes and classrooms enables students to critically engage in their learning and makes knowledge more meaningful in terms of solving real-life issues or problems. Teachers need to accommodate ‘local’ knowledge that exists in homes and communities thereby strengthening relationships between communities and schools; something synonymous with social justice aspects of the CA. Data generated for the study indicate that teachers encounter significant impediments in making connections between homes (communities) and classrooms (schools). In addition, while participants demonstrate that they are in part committed to the notions of ‘connections’ and ‘inclusivity’, their classroom practices still need strengthening in their adherence to the general substance of the CA.  相似文献   

15.
In this article I explore Amartya Sen’s contention that individual freedom represents both the objective of development and the means through which development is to take place. Examining the conceptualisation of freedom central to Sen’s capability approach, I distinguish between two notions of freedom, autonomy and agency, where the former describes the freedom derivative of institutional frameworks and the latter the capacity to induce institutional change. Drawing on the economist Douglass North’s theorisation of how institutions develop over time, I attempt to show that education can serve as a privileged institutional space in which to challenge the constraints that determine individual action.  相似文献   

16.
The December 2008 special issue of the Oxford Review of Education provided a review of education policy during Tony Blair’s tenure as Prime Minister. This paper forms a response to the ten contributions to that special issue and discusses some of the issues raised in them. While a few positive aspects of education under New Labour were identified in the special edition, it focused more on the failures of New Labour than its achievements. A common theme to emerge from the papers included the government’s pursuit of neo‐liberal market policies at the expense of its professed commitment to social justice. While accepting that the government’s failure to tackle the differences in educational outcomes between advantaged and disadvantaged pupils constitutes a major failing, the present author argues that significant achievements, such as early years provision, were neglected in the special issue. He also discusses the electoral considerations facing New Labour and the personal role of Tony Blair in determining policy. The paper goes on to consider whether New Labour’s education policy has changed since the departure of Blair and identifies some hints of a potentially more progressive approach developing under Brown. It concludes by suggesting that contributing towards a debate about alternatives to Blairite policies should now become a priority for the ‘educational establishment’.  相似文献   

17.
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.  相似文献   

18.
Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options.  相似文献   

19.
Rationality and Freedom AMARTYA SEN, 2002 London, Harvard University Press 736 pp., £25.04 ISBN 0 674 00947 9 Valuing Freedoms. Sen's Capability Approach and Poverty Reduction SABINA ALKIRE, 2002 Oxford, Oxford University Press 340 pp., £45.00 ISBN 0 19 924579 This important selection of essays by the in.uential Nobel Prize winning economist, Amartya Sen, deals with economic theory and social philosophy. Sabina Alkire's book combines a lucid exposition of the significance of Sen's work with an analysis of how it might be operationalised in development practice. Together with Sen's popular and now very widely read exposition of his key ideas in Development as Freedom (Sen, 1999) the works provide a new language to understand important social and economic processes. These recently published works also indicate some new directions debates concerning Sen's innovative ideas are taking. On the one hand, the connections across disciplines that Sen's work represents are being explored, partly by Sen himself and partly by those who have interpreted his ideas. On the other hand, the implications of Sen's work for examining practical approaches to social justice are emerging. While Sen's ideas have posed some central questions for debates in philosophy concerning equality, for discussions on social choice in economics, and for the reframing of the de.nition of ‘development’ in development studies, his work has had surprisingly little impact on discussions in sociology of education. Before considering what some of the potential of his thinking is for sociologists of education, some elements of his thinking need explanation.  相似文献   

20.
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight the absence of a social justice discourse in the rhetoric of educational reforms, despite the alleged centrality of a social justice discourse in official policy. The reports fail to include issues of social justice and learner diversity in discussing the necessity to strengthen the existing teacher policy framework and to mobilize structural educational reforms. This omission is indicative of the neoliberal imperatives that drive the envisaged education policy reforms as well as the low priority attributed to issues of equity and learner diversity, with particular reference to students designated as having special educational needs and/or disabilities.  相似文献   

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