Contesting Paradigms in Society’s Poverty Alleviation and Developmental Arena

Towards a Theory of Education for Social Change: Exploring the Nexus between Transformational Education and the Capability Approach

“…people are able to undertake [21]. On its own 'value' as a qualifier, which always follows the Capability conceptualisations, is not Towards a Theory of Education for Social Change: Exploring the Nexus… DOI: http://dx.doi.org/10.5772/intechopen.101368 a unique capability approach concept but an essential condition used to evaluate the quality of life [23,26]. Agency refers to 'someone who acts and brings about change, and whose achievements can be judged in terms of her own values and objectives, whether or not we assess them in terms of an external criterion as well' ( [25], p. 19).…”

“…Furthermore, realising transformative education aimed at perspective transformation and enhancing individual's capabilities and well-being towards social change should require the input of other actors besides the role of the teacher in the formal education setup. Notably, in society's varied arena, there is need to assess the efforts of different social forces as agency (in collaboration or in contestation) engaged in projects aimed at individual and society's development [26,58]. Their role as active agents of course should be assessed in terms of what they are able to do in line with their conception of the good and values [52,59,60].…”