Details

Autor(en) / Beteiligte

• Otto, Hans-Uwe[Herausgeber]
• Schäfer, Sabine[Herausgeber]

Titel

New Approaches Towards the 'Good Life' : Applications and Transformations of the Capability Approach [electronic resource]

Auflage

1st ed

Link zum Volltext

• UTB Scholars Vollzugriff 2024

Beschreibungen/Notizen

• Description based upon print version of record.
• Includes bibliographical references at the end of each chapters and index.
• Cover ; New Approaches Towards the 'Good Life'. Applications and Transformations of the Capability Approach; Content; Introduction: A Social Sciences Perspective on the Capability Approach; References; Conceptual Inquiries Into the Capability Approach; Intersubjectivity and Recognition in Serbian Primary Schools: The Contribution of Paul Ricoeur to the Capability Approach; 1 Introduction; 2 Human capabilities and recognition; 2.1 The Capability Approach: the basic concepts; 2.2 Ricoeur's l'homme capable; 2.3 On recognition; 3 Inquiry into the Primary School Teachers' Accounts
• 4 Intersubjectivity and recognition in classroom interaction4.1 Recognizing the "capable other"; 4.2 Misrecognition as impediment; 5 Conclusion; References; The Contribution of Critical Discourse Analysis to the Capability Approach in Education Policy Analysis: The Case of Kosovo; 1 Introduction; 2 Role of the social context in the Capability Approach; 2.1 Social context and conversion factors; 2.2 Social context and the definition of the capability set; 2.3 Social context and public discussions over capabilities; 3 Power in the Capability Approach
• 4 Discourse and education policy formation in Kosovo5 Social context and power relations in Critical Discourse Analysis; 6 Conclusions; References; The Contribution of Critical Materialist Theory to Capability Research: Empirical Insights From the Fieldof Local Educational Politics; 1 The CA-adequate concept of communal landscapes of education and its difficult practice; 1.1 Correspondence of CLE to the CA notion of educationalpolitics; 1.2 Empirical findings: Actual realization of CLE in a district of Berlin
• 1.2.1 Empirical findings on the realization of the broad understanding of education in practice1.2.2 Empirical findings on the realization of participative organization of education; 1.2.3 Conclusion; 1.3 Analytical contribution of the CA to the distorted relation from concept to practice; 2 Understanding the distortion from concept to practice from a Critical Materialist perspective; 2.1 The Perspective of Critical Materialist Theory; 2.2 Reconstruction of political-economic influence on CLE; 2.2.1 Broad understanding of education in concept - Stronger focus on school in practice
• 2.2.2 Participative organization of education in concept - one-sided exploitation in practice2.2.3 Conclusion; 3 Implication of the empirical findings for the CA; References; Education and the Capability Approach; Human Capital, Capabilities and Education Quality in Kenya; 1 Introduction; 2 Conceptualizing education quality; 2.1 The Human Capital Approach and education quality; 2.2 The Capability Approach and education quality; 3 Approaches to quality in Kenyan primary education; 3.1 Primary school education in Kenya; 3.2 Conceptualization and measurement of education quality in Kenya
• 3.3 Uwezo Annual Learning Assessment
• The Capability Approach founded by Armatya Sen and Martha Nussbaum offers a justicebased analytical framework for human development. The contributions to the present volume show how the Capability Approach can be applied productively in empirical analyses of the life situations of young people and the educationalinstitutions they attend in different parts of the world including Serbia, Kosovo, Kenya, India, Greece, and Germany. Moreover, the volume helps to extend the Capability Approach by relating it to different theoretical and methodological approaches such as the capability concept of Paul Ricoeur, critical materialism, critical discourse analysis, and biographical research. Thus, the volume delivers comprehensive insights into the social (in) justices to be found not only on the level of individual life paths but also in institutions and in educational policy while showing innovative ways of applying the Capability Approach in the social sciences.
• Students and practitioners in educational studies, social work, development studies
• Prof. Dr. Dr. h.c. mult Hans-Uwe Otto, Director of the Center for Capabilities and Educational Research; Dr. Sabine Schäfer, Research Fellow, Research School Education and Capabilities both: Bielefeld University, Germany
• English