Enhancing Enforcement of Economic, Social, and Cultural Rights Using Indicators: A Focus on the Right to Education in the ICESCR

Kalantry, Sital; Getgen, Joycelyn E.; Koh, Steven Arrigg

doi:10.1353/hrq.0.0144

Cited by 41 publications

(10 citation statements)

References 16 publications

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“…Other individual researchers have developed experiments and focus groups to investigate the perceptual effects of rights legalization (Wallace, 2013) and human rights interventions (Merry, 2006). Advocates are not limiting their work to first-generation rights; they are also extending analytic and critical approaches to the uses of human rights law in the furtherance of social and economic rights (Kalantry et al, 2010; Sharp, 2013).…”

Section: Methodological Pragmatism and Human Rights Inquirymentioning

confidence: 99%

Human rights pragmatism: Belief, inquiry, and action

Dancy

2016

European Journal of International Relations

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Human rights scholars and activists have often been criticized for being “principled” rather than “pragmatic” actors in international politics. Rarely, though, is such criticism accompanied by a discussion of what pragmatism means, or what pragmatic action looks like. This article conceptually traces and defines three aspects of pragmatism — philosophical, methodological, and political — that might be applied to the global human rights discourse. The article then outlines how these aspects can help resolve debates over human rights beliefs, scientific inquiry, and political action. I argue, first, that critics of human rights do not adequately develop the concept of human rights pragmatism, and then I make the case using examples that human rights discourse already lends itself toward a pragmatic train of thought. The implication of this analysis is that the “pragmatist” critique of human rights actors is, at minimum, unfounded and, at maximum, a mask for more pessimistic anti-rights positions.

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Section: Methodological Pragmatism and Human Rights Inquirymentioning

confidence: 99%

Human rights pragmatism: Belief, inquiry, and action

Dancy

2016

European Journal of International Relations

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“…The state must be present in the form of budget politics that supports education development in border areas. The state must also be present in a curriculum that suits the needs of school-age children in border areas as well as enhances their national insight (Kalantry, S., et al 2010).…”

Section: Indonesia's Role In Fulfilling the Right To Education Elementary And Intermediate In Border Areasmentioning

confidence: 99%

Indonesia's Role in Fulfilling the Right to Education Elementary and Intermediate in Border Areas

Itasari

Mangku

Yuliartini

et al. 2021

Int. J. Criminol. Sociol.

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The role of the state in carrying out educational development and in order to fulfill the right to education, especially primary and secondary education in border areas must be further enhanced. The state must be present among school-age children in border areas by manifesting itself in the form of appropriate and representative school buildings. The state must exist in the form of adequate educational support facilities. The state must be present in the form of teachers and education personnel who are sufficient in number and have competence. The state must be present in the form of budget politics that supports education development in border areas. The state must also be present in a curriculum that suits the needs of school-age children in border areas as well as enhances their national insight.

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“…As will be seen later in this paper, this aligns closely with ideas of social justice which permeated much of the educational improvement activity of the Ghanaian school leaders. The right to education, above and beyond access to schools, has been seen as having the potential to have far-reaching consequences for pupils in terms of offering opportunities to convert capabilities into functioning (Kalantry et al, 2010), and this is especially crucial in relation to the issues facing the education of disadvantaged groups in many low-income countries, where the impact of providing effective schooling for girls, for example, has been well documented (Tembon & Fort, 2008).…”

Section: The Capability Approach and Educationmentioning

confidence: 99%

Educational leadership and the Capabilities Approach: evidence from Ghana

Fertig

2012

Cambridge Journal of Education

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School leaders play a central role in affecting the educational development of the young people for whom they have responsibility. This is especially the case where school leaders are operating in challenging low-income environments. This paper argues that a focus on Sen's notions of individual agency and freedom are a necessary but not a sufficient factor in the conversion of capabilities into functionings for these school leaders. This is done through using the Capabilities Approach as a lens through which to carry out a retrospective analysis and evaluation of the activities of a group of primary school headteachers in Ghana involved in a UK Government-funded project focused on education quality. The paper argues that headteachers with the capability of initiating change in the education process in their schools are unlikely to act in this way unless they feel that they have permission to do so. It is also important that headtachers feel that they are working within a context and an environment where acting in ways which aim to improve pupil learning is seen as central to their role. This kind of supportive context for school leaders (and for other educational practitioners) cannot be divorced from a policy environment which sanctions such activities, and, hence, it is argued that such a context is crucial to policy developments which seek to establish and sustain the core capabilities which are at the heart of Nussbaum's (2011) essentialist approach. The paper also brings to the foreground the tensions that exist between the notion of individuals being free to make choices about what they have reason to value, on the one hand, and the implications that these choices have for the freedoms of other individuals with whom they are connected to make such choices. Finally, it is argued in the paper that the action research approach used in the Leadership & Management Project in Ghana, allied to a positive policy context, provides both the sensitivity to context and a practice-oriented focus which can enable school leaders to bring about the conversion of their individual capabilities into functionings.

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Enhancing Enforcement of Economic, Social, and Cultural Rights Using Indicators: A Focus on the Right to Education in the ICESCR

Abstract: for their support, guidance and contributions to this article. An additional thank you goes to Benjamin Mason Meier for his insights during the revision process.

Cited by 41 publications

References 16 publications

Human rights pragmatism: Belief, inquiry, and action

Human rights pragmatism: Belief, inquiry, and action

Indonesia's Role in Fulfilling the Right to Education Elementary and Intermediate in Border Areas

Educational leadership and the Capabilities Approach: evidence from Ghana

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