Understanding and investigating relationality in the capability approach

Owens, John; Entwistle, Vikki; Craven, Luke; Conradie, Ina

doi:10.1111/jtsb.12310

Cited by 7 publications

(3 citation statements)

References 49 publications

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“…Such approaches underscore the need to understand agency as mediated by political and cultural structures of power associated with capitalism, gender inequality and the legacies of colonialism, respectively. As Owens et al (2022) make clear, the relational dimensions of the CA also make it potentially compatible with complex systems theory, itself a key perspective for understanding the environmental crisis, its causes and its potential remedies. 2 From this relational perspective, the discussion below examines some of the important personal, material and social conversion factors which affect the agency of HE educators and shape their capabilities to teach the crisis.…”

Section: Understanding Educator's Capabilities To Teach the Crisis: I...mentioning

confidence: 99%

Conceptualising HE educators’ capabilities to teach the crisis: towards critical and transformative environmental pedagogies

Owens,

Greer,

King

et al. 2023

Front. Educ.

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This article aims to help conceptualise the capabilities that educators in higher education (HE) have to incorporate concerns about environmental breakdown in their day-to-day teaching. A common view amongst those in the academic literature is that Higher Education Institutions (HEIs) are failing to rise to the challenge presented by the unfolding environmental crisis. While agreeing that those in HE must do more, this article critically examines the assumption that such action can be easily enacted by HE educators. Our analysis employs the capabilities approach (CA) to illuminate the challenges surrounding HE educators’ agency to teach the crisis in their day-to-day practice, and to consider what would be needed to provide them with genuine opportunities to do so. We argue that access to the growing number of teaching resources about the environmental crisis is a necessary but insufficient condition for supporting HE educators’ capabilities to teach the crisis. For a fuller understanding of what is required to support the agency of HE educators, attention must be paid to the diverse combination of factors that shape HE educators’ opportunities to develop and enact critical and transformative environmental pedagogies in their disciplinary and institutional contexts. Drawing on the extant academic literature and with reference to a fictionalised case study we examine how HE educators’ agency is mediated by a range of personal, material and social factors. Our analysis focuses especially on the role played by social factors, including the influence of: dominant epistemological, methodological and disciplinary norms; prevailing institutional policies and practices, and; administrative and management cultures within and across HE. After discussing the importance that deliberation has in supporting educators’ agency and the development of novel forms of critical and transformative environmental pedagogy, we conclude by suggesting that in many cases enacting such pedagogies will involve confronting dominant forms of power, culture, policy and practice, within the academy and beyond.

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Section: Understanding Educator's Capabilities To Teach the Crisis: I...mentioning

confidence: 99%

Conceptualising HE educators’ capabilities to teach the crisis: towards critical and transformative environmental pedagogies

Owens,

Greer,

King

et al. 2023

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…As an example [137], studied assistive technologies using the HCA and the biopsychosocial model of disability. On the other hand [138], deployed a HCA within a critical realist philosophy to study mobile phone use among people with disabilities [139], showed the possibility of blending critical realism, hermeneutics, and complexity theory to develop a relational ontology of capabilities.…”

Section: Generic Implicationsmentioning

confidence: 99%

Towards a Human Capabilities Conscious Enterprise Architecture

Kassa

Mentz

2021

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This conceptual paper argues that enterprise architecture (EA) should move towards a conscious human-centered conception of the enterprise. Employing the conceptual methodological approach of theory synthesis and drawing on the extant literature in enterprise architecture as well as pertinent social and organizational theories, we suggested foundational propositions that could holistically serve as a theoretical lens for (re)viewing the foundations of EA within a progressive conscious enterprise agenda. The novel contribution of the paper is the introduction of human capabilities approach (HCA) as a method theory, to supplement systems and stakeholder theories, for design and evaluation of enterprise architecture in the modern enterprise. The paper concludes by showing the implications of the propositions for practitioners and researchers.

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“…The concept of person-centredness is variously explained and interpreted but includes notions of health professionals focusing on the person not just the disease, working respectfully with the person, enabling their agency, orienting to address the person’s own concerns and priorities for their wellbeing, and recognising the practical realities of their lives [ 5 , 10 ]. The latter may be particularly important when poverty and social inequality constrain people’s scope to improve their health via lifestyle ‘choices’ [ 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

Implementing and evaluating care and support planning: a qualitative study of health professionals’ experiences in public polyclinics in Singapore

Entwistle,

McCann,

Loh

et al. 2023

BMC Prim. Care

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Background Two polyclinics in Singapore modified systems and trained health professionals to provide person-centred Care and Support Planning (CSP) for people with diabetes within a clinical trial. We aimed to investigate health professionals’ perspectives on CSP to inform future developments. Methods Qualitative research including 23 semi-structured interviews with 13 health professionals and 3 co-ordinators. Interpretive analysis, including considerations of how different understandings, enactments, experiences and evaluative judgements of CSP clustered across health professionals, and potential causal links between them. Results Both polyclinic teams introduced CSP and sustained it through COVID-19 disruptions. The first examples health professionals gave of CSP ‘going well’ all involved patients who came prepared, motivated and able to modify behaviours to improve their biomedical markers, but health professionals also said that they only occasionally saw such patients in practice. Health professionals’ accounts of how they conducted CSP conversations varied: some interpretations and reported enactments were less clearly aligned with the developers’ person-centred aspirations than others. Health professionals brought different communication skill repertoires to their encounters and responded variably to challenges to CSP that arose from: the linguistic and educational diversity of patients in this polyclinic context; the cultural shift that CSP involved; workload pressures; organisational factors that limited relational and informational continuity of care; and policies promoting biomedical measures as key indicators of healthcare quality. While all participants saw potential in CSP, they differed in the extent to which they recognised relational and experiential benefits of CSP (beyond biomedical benefits), and their recommendations for continuing its use beyond the clinical trial were contingent on several considerations. Our analysis shows how narrower and broader interpretive emphases and initial skill repertoires can interact with situational challenges and respectively constrain or extend health professionals’ ability to refine their skills with experiential learning, reduce or enhance the potential benefits of CSP, and erode or strengthen motivation to use CSP. Conclusion Health professionals’ interpretations of CSP, along with their communication skills, interact in complex ways with other features of healthcare systems and diverse patient-circumstance scenarios. They warrant careful attention in efforts to implement and evaluate person-centred support for people with long-term conditions.

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Understanding and investigating relationality in the capability approach

Cited by 7 publications

References 49 publications

Conceptualising HE educators’ capabilities to teach the crisis: towards critical and transformative environmental pedagogies

Conceptualising HE educators’ capabilities to teach the crisis: towards critical and transformative environmental pedagogies

Towards a Human Capabilities Conscious Enterprise Architecture

Implementing and evaluating care and support planning: a qualitative study of health professionals’ experiences in public polyclinics in Singapore

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