Amartya Sen's Capability Approach to Education: A Critical Exploration

Saito, Madoka

doi:10.1111/1467-9752.3701002

Cited by 349 publications

(221 citation statements)

References 17 publications

(21 reference statements)

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“…Pressman and Summerfield (2000) point out that the HDI is one of the most influential scholarly attempts to measure socioeconomic development based upon key capabilities in different countries. Saito (2003) indicates that HDI is considered to be one of the ways in which Sen's capability approach can become operational, despite the fact that there are many criticisms of this index.…”

Section: Literaturementioning

confidence: 99%

Measuring human development: a stochastic dominance approach

2012

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Section: Literaturementioning

confidence: 99%

Measuring human development: a stochastic dominance approach

2012

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“…In the case of developing social skills, functionings depend not just on the individual but on his or her interaction with others (Saito, 2003) and on psychological disposition, culture, whether or not the school is mixed, and so on. The "utilization function" on which functionings depend is then partly a matter of choice of function and partly a matter of choice of commodity, each…”

Section: Functioningsmentioning

confidence: 99%

“…Several different approaches are possible: the extent to which students are happy in school and with their education, how their material prospects have improved as a result of it, the extent to which society is well served by what schools are doing, the extent to which there is enough choice in the system, the extent to which the market can get what it wants and where it wants it, and so on. Of these, Sen regards those who focus on material welfare as being the least useful because they ignore the many influences on well-being that have little or nothing to do with wealth (Saito, 2003), though UK and U.S. governments continue to focus much of their education policy on it. As an alternative, Sen developed a "capability" approach that focuses instead on the freedom of individuals to pursue their own values and interests.…”

mentioning

confidence: 99%

School Choice Policy in England: An Adaptation of Sen's Early Work on Capability

Kelly

2010

Journal of School Choice

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“…(Krolak 2005, 13) However, in order for community libraries to meet the literacy needs and desires of women who have demanding lives, numerous responsibilities and limited time and mobility, it is necessary to develop innovative pedagogical approaches that are centred -both in terms of physical space and programming content-within the community to which these women belong. Programs must be developed to cultivate capabilities and knowledge to support women in realizing their personal aspirations and well being (Nussbaum 2003a/b;Robeyns 2006;Robinson-Pant 2004;Saito 2003;Sen 1999;Subrahmanian 2005;Unterhalter 2005). Literature demonstrates that the Western "passive" (Mostert 1998) model of the library is highly ineffectual in non-urban African contexts, and "its poverty as a paradigm for information service in Africa has been proven by the test of time" (Sturges 2001, 47).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

The Community Library as Site of Education and Empowerment for Women: Insights from Rural Uganda

Jones¹

2009

Libri

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Community libraries in developing countries can be important sites of knowledge exchange and acquisition for women with little or no formal education living in communities characterized by extreme poverty and gender inequities. As locally managed and operated institutions, specific needs identified by community members shape their mandates, activities, and types of resources. Community libraries also offer a "neutral" space where women can safely gather and independently or collectively pursue learning in areas of relevance and interest to them. This paper explores the impact of Kyato Community Library (KCL) on women's lives in a rural Ugandan context. It considers IntroductionThis paper examines the impact of a community library on the literacy development and engagement of a group of women living in rural Uganda. Although community libraries are not yet commonplace institutions in Uganda, this article shows that they can perform multiple functions as alternative sites of knowledge acquisition for women who have traditionally had limited opportunities for schooling. Community libraries can constitute safe and empowering educational environments where women's learning and personal development is supported and encouraged, and where women feel a sense of belonging and ownership. At their best, community libraries constitute a portal towards gender equity in communities, offering a physical place and educational environment in which women can interact, learn, and work towards future goals. However, Shelley Kathleen Jones was a PhD student in the Department of Canada. E-mail: shelleykjones@gmail.com the questions: i) What valuable educational opportunities does KCL provide for girls and women who have been prevented from attaining adequate formal schooling?; and ii) What additional services, opportunities and qualities could KCL provide to engage girls and women in these educational opportunities? The paper argues that with careful attention paid to women's literacy needs and desires, local context, appropriate resource acquisition and community-minded personnel, community libraries can promote and support women's literacy and personal development, enabling them to cultivate capabilities needed to engage more fully on equal terms in their societies.there is still much to learn about how community libraries can maximally serve marginalized girls and women in an educational capacity.Based on research at Kyato Community Library (KCL) [1] in Kyato Village in south-western Uganda, this paper argues that with careful attention paid to location and personnel, as well as responsiveness to community contexts and happenings, community libraries can play an important role in the development and support of women's literacy in developing country contexts. It explores both the current limitations as well as the enormous, transformative educational potential of community libraries for girls and women. This is followed by some recommendations for how community library programming can be designed in such a way as to maximize its po...

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Amartya Sen's Capability Approach to Education: A Critical Exploration

Cited by 349 publications

References 17 publications

Measuring human development: a stochastic dominance approach

Measuring human development: a stochastic dominance approach

School Choice Policy in England: An Adaptation of Sen's Early Work on Capability

The Community Library as Site of Education and Empowerment for Women: Insights from Rural Uganda

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