Social Justice Intents in Policy: An Analysis of Capability "for" and "through" Education

Autor/inn/en	Gale, Trevor; Molla, Tebeje
Titel	Social Justice Intents in Policy: An Analysis of Capability "for" and "through" Education
Quelle	In: Journal of Education Policy, 30 (2015) 6, S.810-830 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2014.987828
Schlagwörter	Social Justice; Educational Policy; Disadvantaged; Outcomes of Education; Economic Factors; Government Publications; Student Interests; Asians; Foreign Countries; Policy Analysis; Indexes; Poverty; Well Being; Educational Research; Human Capital; Academic Aspiration; Teaching Methods; Curriculum Design; Learning Experience; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Ökonomischer Faktor; Studieninteresse; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Politikfeldanalyse; Indexdatei; Armut; Well-being; Wellness; Wohlbefinden; Bildungsforschung; Pädagogische Forschung; Humankapital; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Lernerfahrung; Australien
Abstract	Primarily developed as an alternative to narrow measures of well-being such as utility and resources, Amartya Sen's capability approach places strong emphasis on people's substantive opportunities. As a broad normative framework, the capability approach has become a valuable tool for understanding and evaluating social arrangements (e.g. education policies and development programmes) in terms of individuals' effective freedoms to achieve valuable beings and doings. This paper explores the recent emergence of "capability" in Australian education policy, specifically in the "Australia in the Asian Century" White Paper. We explore capability as a framing device and reveal how its various meanings are at odds with the scholarly literature, specifically Sen's conception of capability and its implications for social justice in and through education. The analysis shows that the social justice intent of a capability approach appears to be overtaken in the White Paper by an emphasis on outcomes, performance and functionings that seek to serve the nation's economic interests more than the interests of students, especially the disadvantaged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01