A weakness of the capability approach with respect to gender justice

Abstract

This paper is concerned with certain ways in which people adjust to deprivation. Capability egalitarians cite cases where people adjust to deprivation by adapting their preferences to discredit welfarist egalitarianism. I argue that this phenomenon is an example of a larger set of cases, where people adjust their abilities and dispositions in the face of deprivation: I term such abilities and dispositions`compensating abilities'. When these develop, I argue that equality of capability is unjust. This is particularly true in the context of gender injustice. Such cases lead us to look to some notion of expected wellbeing as a crucial egalitarian currency.

Practical Reason in Hard Times: The Effects of Economic Crisis on the Kinds of Lives People in the UK Have Reason to Value

“…The analysis here confirms previous findings that adaptation to deprivation ought to be a consideration for the CA: the problems of "compensating abilities" (Qizilbash 1997) and conditioned agency goals (Burchardt 2009) suggest that inter-personal evaluations of well-being in the capability space are problematic if they are based on (1) present equality of capability or (2) achievement of agency goals. Burchardt and Qizilbash suggest similar solutions to the problems they identify.…”

A Multidimensional Analysis of Adaptation in a Developing Country Context

“…First, the health indicator, Days free from illness, bears a negative and highly significant coefficient in both regressions; those suffering ill health aspire to higher levels of education than those in good health. This is consistent with the notion of 'compensating abilities', discussed by Qizilbash (1997). Second, individuals from wealthier households believe that less education is necessary to get by and more is necessary to live well; it appears that they consider education to be more of a luxury and less of a necessity than their poorer compatriots.…”

Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities

“…Habibah placed a much higher value on the use of teaching and learning resources after enrolling on her B.Ed. programme: there was a clear adjustment of her valued functionings in the direction of (what she perceived to be) realistic possibilities in her work (Qizilbash, 1997). Agnes -who received no professional development during the fieldwork period -presented a more consistent set of valued functionings.…”