Capabilities in a Just Society

Claassen, Rutger

doi:10.1017/9781108561853

Cited by 48 publications

(15 citation statements)

References 265 publications

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“…Content analysis is the process of organising information into categories related to the central question of the research (Bowen 2009). During this first-pass document review (Corbin and Strauss 2008) meaningful and relevant passages of text were identified and grouped into three categories, in analogy with the concept of navigational agency (Claassen 2018): 1. The possibilities youngsters have to enter and exit education; 2.…”

Section: Discussionmentioning

confidence: 99%

“…This is described as the freedom young people experience to get education they value (Walker 2005, Otto andZiegler 2006). Inspired by Claassen's (2018) dual theory of agency, we argue that the capability for education can only be achieved if every student enjoys navigational agency, referring to the space students have to freely navigate social practices through opportunities for exit and voice. This plea for navigational agency in education is diametrically opposed to current evolutions in education.…”

Section: Shifting the Way We Look At Educationmentioning

confidence: 99%

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No more colouring outside the lines? Exploring young people’s navigational agency in education

Tourne

Devlieghere

Roose

et al. 2021

International Journal of Inclusive Education

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This article highlights the inequality in the Flemish education system, which disproportionately affects youngsters with low socioeconomic status. This inequality is attributed to the human capital approach characterising current educational policies, putting emphasis on educational outcomes. This results in education that homogenises and limits acceptable student behaviour and in which deviations from the norm are met with exclusionary and punitive approaches, consequently pushing vulnerable youngsters with a differing cultural capital out of education. Drawing on the capability approach, this article argues the importance of navigational agency in education, investigating the space students have to enter and exit education, resolving conflicts between education and other social practices, and reforming education by voicing their opinions. By analysing 66 Flemish secondary school policies, it is concluded that young people's navigational agency is limited in the current educational landscape. Furthermore, most school policies lack inner consistency, highlighting the fact that there is no coherent pedagogical vision within, which raises questions about how thought through these policies really are.

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Section: Discussionmentioning

confidence: 99%

Section: Shifting the Way We Look At Educationmentioning

confidence: 99%

No more colouring outside the lines? Exploring young people’s navigational agency in education

Tourne

Devlieghere

Roose

et al. 2021

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…Sen (1992) believes that equity of capabilities is more important than equal means or resources. Furthermore, Claassen (2018) points out that the conversion of resources into capabilities must consider human diversity.…”

Section: Literature Overviewmentioning

confidence: 99%

“…Sen (2008) is reluctant to present a list of capabilities that should form part of a person’s capability set ( Claassen, 2018 ). Sen (2008) maintains that individual values need public scrutiny because adaptive preferences can form in unfavorable circumstances.…”

Section: Literature Overviewmentioning

confidence: 99%

“…Sen (2008) maintains that individual values need public scrutiny because adaptive preferences can form in unfavorable circumstances. Consequently, Sen (2008) endorses a proceduralist approach ( Claassen, 2018 ), focusing on objective rather than subjective evaluations ( DeHaan et al, 2016 ). Although the CA emphasizes the need for value assessment when assessing people’s lives, implementation has often been difficult ( Hirai, 2021 ).…”

Section: Literature Overviewmentioning

confidence: 99%

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Toward Perceived Sustainable Employability: Capabilities of Secondary School Teachers in a South African Context

Wet

Rothmann

2022

Front. Psychol.

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This study aimed to identify the capabilities of secondary school teachers – valued aspects of work that are enabled and can be realized – and investigate the effects of these capabilities on three functionings: flourishing at work, organizational citizenship behavior, and intention to leave. A convenience sample of secondary school teachers (N = 144) in the Gauteng province in South Africa participated in the study. The teachers responded to the Capability Set for Work Questionnaire, Flourishing-at-Work Scale – Short Form, Organizational Citizenship Behavior Questionnaire, and Intention to Leave Scale. The results showed that three capabilities were most likely to form part of the capability set of teachers: using knowledge and skills, building and maintaining meaningful relationships at work, and contributing to something valuable. Capabilities least likely to form part of the capability set included having a good income, involvement in important decisions, and developing knowledge and skills. The capability set was a strong predictor of emotional, psychological, and social well-being, and a moderate predictor of organizational citizenship behavior and intention to leave. A capability set for work, rather than single work capabilities, seemed to be critical for the sustainable employability of secondary school teachers.

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Realizing and Maintaining Capabilities: Late Life as a Social Project

Dunn¹

2018

Hastings Center Report

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One central and unfortunately unavoidable characteristic of the aging process is its association with chronic physiological deterioration. Frailty, cognitive impairment, and physical conditions such as cardiovascular disease and vision and hearing loss are more frequent in this phase of life, and these conditions translate into an increasing need for care and support of multiple kinds. In traditional bioethical scholarship, these distinctive features of aging have been examined predominantly through a health‐focused lens. My main contention in this essay, however, is that viewing aging within bioethics as primarily a health problem, to be addressed through frameworks for decision‐making or for resource allocation, is inadequate. My aim is to consider how the health conditions associated with aging affect older people’s lives in a much more expansive way than has typically been acknowledged. Just as importantly, I intend to show how shifting our bioethical imagination in this way raises different and challenging questions about what a good life in late life consists in and about what is owed to older people, in their personal and social lives, as a matter of justice.

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Capabilities in a Just Society

Cited by 48 publications

References 265 publications

No more colouring outside the lines? Exploring young people’s navigational agency in education

No more colouring outside the lines? Exploring young people’s navigational agency in education

Toward Perceived Sustainable Employability: Capabilities of Secondary School Teachers in a South African Context

Realizing and Maintaining Capabilities: Late Life as a Social Project

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