Education as a common good from the capability approach

Calandín, Javier Gracia; Tamarit-López, Isabel

doi:10.1111/1467-9752.12575

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…Consequently, the results of our moderation analysis suggest that the setup combining a rural background and having a highly educated mother poses a limiting factor to benefitting from the advantages of education in Poland. If we apply the conceptual framework of the capabilities approach, which emphasizes the key role of education in forming capabilities (Gracia-Calandín & Tamarit-López, 2021, Walker & Unterhalter, 2007, we can extend the conclusion and argue that the identified circumstances present a barrier to creating equal opportunities.…”

Section: Discussionmentioning

confidence: 87%

Supporting or pushing too hard? The impact of parental support on overeducation in Poland

Krzywda-Starzyk

2023

Preprint

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Education's pivotal role in securing a satisfying future - especially career prospects - is hindered by a phenomenon known as overeducation, which consistently impacts a notable proportion of European degree holders. The incidence of overeducation depends greatly on one’s educational trajectory which, in turn, relies heavily on family. This study, based on data from a dedicated 2022 questionnaire, examines how parental support influences the risk of labour market mismatch in Poland. Accounting for the specificity of Polish society, it further explores how being raised in rural areas and maternal education moderate this relationship. These two factors are considered due to the notable socio-economic marginalization of rural areas on the one hand, and the profound childcare gap in Poland on the other. The results of the regression model confirm that heightened parental support during adolescence increases the likelihood of educational attainment being aligned with job requirements in Poland. The application of moderation analysis reveals that this relationship is moderated both by a rural upbringing and the level of maternal education. While several variations emerge from the moderation models, the key finding is that the offspring of highly educated mothers from rural areas defy the general trend. In their case, increased support lowers the chance of a labour-education match. Our findings emphasize the need to develop robust institutions in rural areas, and to empower parents to make informed educational choices for their children. Furthermore, the study prompts nuanced discussions about Poland's higher education narrative and its relevance in a dynamic job market.

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Section: Discussionmentioning

confidence: 87%

Supporting or pushing too hard? The impact of parental support on overeducation in Poland

Krzywda-Starzyk

2023

Preprint

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“…Firstly, we need an overall understanding of what higher education is for: a higher education grounded in the basic idea of the pursuit of understanding through open-ended (decolonised) critical inquiry is not for profit and market values ‘but the humanization of people’ (Gracia-Calandín and Tamarit-López, 2021: 9); reflexive student self-formation (Marginson, 2022); and, fostering a transformative relationship with knowledge through who students are and what they can be and do in the world across all disciplines (Ashwin, 2020). Here we can also incorporate an African ethic as foundational to the values of the university and its practices.…”

Section: What Can We Do: Decolonising Curriculum and An Aspirational ...mentioning

confidence: 99%

A capabilitarian approach to decolonising curriculum

Walker

2022

Education, Citizenship and Social

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The paper contributes to current debates about decolonising curriculum and advancing corresponding ‘humanness pedagogies’ in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building universities which benefit communities and societies. It is proposed that epistemic justice capabilities are foundational to decolonising curriculum and foundational for pedagogies which mediate disciplinary content and the dismantling of comparative inequalities among students in order to foster humanness. The capabilitarian framework seeks to secure the expanded wellbeing, co-flourishing and agency of all, in this case in and through higher education and a quality, decolonising curriculum oriented to an ecology of knowledges and a generous, inclusive humanity. The paper concludes with suggestions regarding a way forward to dismantle an exclusionary ‘epistemic line’ and associated oppressions.

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“…It has been used to measure and evaluate poverty, inequality and social exclusion and to identify the causes and consequences of these issues (Luz and Portugal, 2022; Middlemiss et al , 2019). It has also been applied in gender and disability studies, where it has been used to identify and address inequalities and discrimination (Anand et al , 2020; Grace and Eng, 2020), in education (Gracia-Calandín and Tamarit-López, 2021), self-development (Meijering et al , 2019) and brain–computer interface (Jecker and Ko, 2022). Additionally, the approach has been used to evaluate and design policies related to education, health, employment (Yerkes et al , 2019) and human development (Streeten, 1994).…”

Section: Introductionmentioning

confidence: 99%

Leadership perspectives on resilience capabilities for navigating disruption

Pai

Anand

Pazhoothundathil

et al. 2023

JABS

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Purpose The COVID-19 pandemic disrupted organizations, bringing in unforeseen situations and highlighting the need for organizational leaders to develop a capacity for resilience, i.e. the ability to recuperate, exhibit agility and rebound. Hence, this paper aims to explore leaders’ views on what resilience capabilities are needed to manage themselves, the team and the organization. Design/methodology/approach This qualitative research study uses an in-depth interview tool and adopts a reflexive thematic analysis. The capabilities approach and resilience theory framework were applied to view resilience capabilities. The sample comprises 19 middle and senior leaders, both men and women, from the information technology Industry in India. Findings This study unravelled different capabilities to manage individuals, teams and organizations. The three key themes of resilience capabilities observed were as follows: self-leadership capabilities – where leaders focussed on capabilities that developed themselves; people leadership capabilities – which focussed on leading people and the team; and organisation-focussed leadership capabilities – which focussed on the macro level. Originality/value The findings of the study benefit organizations, leaders, human resource professionals, talent management strategists and academic leadership scholars to identify, train, conceive and deliver resilience capabilities.

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Education as a common good from the capability approach

Cited by 6 publications

References 34 publications

Supporting or pushing too hard? The impact of parental support on overeducation in Poland

Supporting or pushing too hard? The impact of parental support on overeducation in Poland

A capabilitarian approach to decolonising curriculum

Leadership perspectives on resilience capabilities for navigating disruption

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