Aspirations and Human Development Interventions

Conradie, Ina; Robeyns, Ingrid

doi:10.1080/19452829.2013.827637

Cited by 95 publications

(48 citation statements)

References 23 publications

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“…There is a need to for Somali diasporic youth to have a place to imagine and reimagine their futures with adults and peers who allow them to change their minds and even contradict themselves. Aspirations are not a linear process from present to future; but instead are dynamic, socially and culturally constructed, and likely to change as youth develop and engage in new social environments (Conradie & Robeyns, 2013;DeJaeghere 2018). Discussions, mentoring, and hands-on learning experiences around the topic of aspirations that span a period of time give youth opportunities to maintain an orientation toward the future throughout their development and create the conditions for the "birth of new aspirations" or the "discovery of latent aspirations" (Conradie & Robeyns, 2013, p. 562).…”

Section: Implications For Practicementioning

confidence: 99%

Understanding Youths’ Educational Aspirations in the Somali Diaspora

Tzenis

2019

JYD

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This article shares findings from a 10-month qualitative longitudinal study that offer insight into the educational aspirations of American youth (grades 6-9) who belong to the Minnesota Somali diaspora and highlight the social and cultural influences that shape these aspirations. The findings show that while the majority of youth participants (at one point in the study) expressed that they wanted to become doctors in the future, these aspirations were informed by family values around helping others in Somalia-not an interest in medicine or science. The findings also demonstrate that through time, as the high school youth began to engage more deeply in non-diasporic environments, such as school, their aspirations became more open-ended and individualized. Each of the youth in this study was a child of Somali-born parents; they were living and receiving an education in the United States, and their aspirations for the future were imagined and reimagined in these multiple contexts. The importance of these findings is that they demonstrate how youths' cultural ties to Somalia enabled them to aspire. These findings also bring attention to the social and cultural conditions Somali diasporic youth navigate as they strive for a healthy transition into adulthood. It is my hope that the findings from this article will support educators' and youth workers' abilities to respond to and support the positive developmental processes of youth living in the American Somali diaspora by widening the sets of opportunities they have to healthily navigate early adolescence and achieve their aspirations for the future.

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Section: Implications For Practicementioning

confidence: 99%

Understanding Youths’ Educational Aspirations in the Somali Diaspora

Tzenis

2019

JYD

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“…Thus, a "capability to aspire" (Powell, 2012;McGrath and Powell, 2015) is essential if other capabilities are to be realised. This account has been developed usefully through a number of empirical studies from Africa, by Ibrahim (2011) on Egypt, by Conradie and Robeyns (2013) and Powell (2012;2014) on South Africa, and by Dejaeghere and Baxter (2014; on Uganda and Tanzania. Conradie and Robeyns (2013) argue that if people have low aspirations, then they may believe that certain capabilities are unavailable even if they are achievable, if only implausibly.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

The Role of Vocational Education and Training in Palestine in Addressing Inequality and Promoting Human Development

Hilal

McGrath

2016

JICE

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UNESCO's new emphasis on vocational education and training as transformative, and concerns in particular with equity and sustainable human development, has been strongly influenced by a recent literature on VET and human development that has a particular focus on the most marginalised, especially young women, and is concerned with how their aspirations, agency and achievement of wellbeing can be promoted in the face of wide-ranging structural obstacles. This article seeks to further develop that account through an even stronger emphasis on VET in the context of extreme poverty, inequality and marginalisation as faced in Palestine. VET in Palestine serves many of the poorest and most disenfranchised in Palestinian society in a context of profound structural obstacles to wellbeing achievement. Our analysis show a very positive story of how VET has helped highly disadvantaged young Palestinians, particularly young women, to make progress on their human development.

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“…Through an overview and comparison of research in the health field and a summary narrative analysis of studies across identified thematic groups, the review finds a number of different interpretations as to what capabilities to focus on depending on the intervention under consideration. Although this can be argued to be one of the benefits of the capability approach, drawing from the “toolbox” to suit a given research question (Conradie and Robeyns 2013), it also leads to practical difficulty. Mitra et al (2013) summarise this problem neatly:

Although there is conceptual value to its voluntary incompleteness, Sen’s approach makes the capability approach difficult to operationalize (Mitra et al 2013)

This study provides an overview as to how researchers are attempting to measure capability and inform decision and policy making, particularly in the health field.…”

Section: Discussionmentioning

confidence: 99%

Applications of the Capability Approach in the Health Field: A Literature Review

et al. 2016

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The primary aims of this review are to document capability applications in the health field and to explore the objectives and decision-rules of studies measuring capability more broadly. Relevant studies are identified using a literature search strategy known as “comprehensive pearl growing”. All studies with a primary focus on health are assessed individually, whilst a summary narrative analysis of the full review examines the objectives of capability studies. Four distinct groups in the health field are identified in the review: (1) physical activity and diet; (2) patient empowerment; (3) multidimensional poverty and (4) assessments of health and social care interventions. Different approaches to applying mixed methods, selecting capability dimensions and weighting capabilities are found across studies. There is a noticeable non-reliance on health status as a sole indicator of capability in health. In terms of objectives of studies measuring capability, although there is a lack of consistency, an objective related to sufficiency of capabilities appeared most often in the studies found in this review. Even though one of the appeals of the capability perspective is its underspecified nature, this review highlights the challenge of finding a coherent alternative to more established approaches of evaluation.

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Aspirations and Human Development Interventions

Cited by 95 publications

References 23 publications

Understanding Youths’ Educational Aspirations in the Somali Diaspora

Understanding Youths’ Educational Aspirations in the Somali Diaspora

The Role of Vocational Education and Training in Palestine in Addressing Inequality and Promoting Human Development

Applications of the Capability Approach in the Health Field: A Literature Review

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