Towards Just Futures: A Capabilitarian Approach to Transforming Undergraduate Learning Outcomes

Autor/in	Walker, Melanie
Titel	Towards Just Futures: A Capabilitarian Approach to Transforming Undergraduate Learning Outcomes
Quelle	In: Cambridge Journal of Education, 53 (2023) 4, S.533-550 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2023.2189227
Schlagwörter	Outcomes of Education; Foreign Countries; Educational Trends; Decolonization; Competence; Educational Change; College Students; Student Experience; Justice; Humanization; Higher Education; South Africa + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Ausland; Bildungsentwicklung; Dekolonisation; Entkolonialisierung; Kompetenz; Bildungsreform; Collegestudent; Studienerfahrung; Gerechtigkeit; Humanisierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Learning outcomes are predominantly framed in narrow and measurable terms, with students as decontextualised learners. As an alternative, the paper outlines a capabilitarian approach, building a four-dimensional matrix for reconceptualising learning outcomes. It is made up of a varied, multi-dimensional set of opportunities, processes and outcomes to enable students to flourish and become people who can live fulfilling and connected lives in and beyond higher education. The matrix dimensions are made up of a capability set, corresponding functionings, material resources and conversion processes, underpinned by Constitutional and human development values. The paper draws on a project on higher education outcomes in South Africa, especially the longitudinal life history data. It makes the case for a reparative futures orientation which might dismantle the colonial-apartheid past and present, and outlines key capabilitarian concepts. The social and higher education context is sketched, followed by a focus on the capability set and what data supports its value to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01