Transformation Without Paternalism

Davis, John B.; Wells, Thomas R.

doi:10.1080/19452829.2016.1145198

Cited by 19 publications

(10 citation statements)

References 32 publications

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“…The capability approach implicitly relies on a conception of people as evolving and able to reflect upon their identities and individual development. Being able to reflect on who one is not something we are all immediately able to do but a capability people have reason to value (Davis and Wells, 2016).…”

Section: Discussionmentioning

confidence: 99%

Building capabilities for higher education prior to entry

MacFarlane¹

2019

wide particip lifelong learn

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Inequality of participation in higher education persists despite a wealth of research and interventions. This has led to calls to rethink what it means to be university ready , especially for learners from disadvantaged backgrounds, many of whom are first-generation students. This paper explores the efficacy of a unique widening participation model based on immersing learners in the university environment prior to entry to HE in Scotland. Data from interviews with 30 students who participated in the programme are mapped to Wilson-Equitable Transitions to University (2016) which is based on the Capability Approach. Capability theorists contend that an appropriate approach to widening participation would address what students need to be able to do and to be (their capabilities) to successfully make the transition to HE. Evidence from this study suggests that the experience of studying HE level qualifications within a university setting whilst still at school provides learners from disadvantaged backgrounds with the capabilities for an equitable transition to university. A key finding is that when capabilities for equitable transitions are fostered prior to entry, learners identify as university students. The paper contributes to the body of knowledge at the nexus of widening participation, transition and capabilities.

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Section: Discussionmentioning

confidence: 99%

Building capabilities for higher education prior to entry

MacFarlane¹

2019

wide particip lifelong learn

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“…These values include among other elements, participation and empowerment, agency, voice, recognition of local or community knowledge – ‘participatory capabilities’ – and sustainability. In the HD context, empowerment and participation are two intertwined strands that entail the process of individuals and groups acting as agents of change, having freedom to actively partake in decision-making, and choosing and acting on desired goals and outcomes (Alkire and Deneulin, 2009; Davis and Wells, 2016). Empowerment and participation enable people to become aware of opportunities and/or capabilities they have or can develop and use in order to achieve valued ends.…”

Section: Human Development Lensmentioning

confidence: 99%

Experiencing service learning partnership: A human development perspective of community members

Mtawa

Fongwa

2020

Education, Citizenship and Social

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Service–learning has, arguably, gained significant currency as a pedagogical and engagement mechanism within the broader discourse of universities and their role in community development. However, less emphasis has been placed on the human development dimensions of service–learning for community members, with the focus largely being on students’ experiential learning and other academic outcomes for the university. Though usually conceived as an integral part in university–community partnerships, community members’ role in the conception and implementation of service–learning initiatives is from a peripheral position. In this paper, we interrogate this lacuna by applying core tenets of the human development approach to document the experiences and perceptions of community members within a university–community service learning partnerships. From the analysis of qualitative data n = 22, we demonstrate that while service–learning enhances agency, it continues to operate within a historical context and contemporary political economy of South Africa, which obscure community members’ active participation and empowerment towards inclusive and sustainable valued outcomes.

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“…Many education scholars would agree that practical reasoning, autonomy, aspirations, and social relations or affiliation are critical to develop through various forms of education. But we need to ask whether these capabilities result in personal transformation, or changing intra-personal relations and one's own wellbeing, and/or social transformation, meaning effecting inter-personal relations and inequalities and enhancing justice (see Davis and Wells, 2016). In this regard, educators need to ask-and examine-whether critical thinking, autonomy, and affiliation create greater inclusion.…”

Section: Educational Capabilities: Fostering Self or Social Transformation?mentioning

confidence: 99%

A capability pedagogy for excluded youth: Fostering recognition and imagining alternative futures

DeJaeghere

2019

Education, Citizenship and Social

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Out-of-school youth are often characterized as at risk, idle, or troublemakers and are essentially excluded from being citizens of their societies. In Tanzania and Uganda, where this study took place, youth who have not completed their secondary education are excluded from further education and formal work and are often not considered members of their community. This article puts forward capabilities and capability-enhancing pedagogies for formal and non-formal education settings that aim to foster greater inclusion and equality for such youth. Drawing on a 5-year study of youth in Tanzania and Uganda, the article identifies two capabilities, recognition and imagining alternative futures, that can be fostered through educational practices. Educational practices that change unjust social structures and relations are described, illustrating how they go beyond both capabilities that are individually focused, and critical pedagogy’s emphasis on raising awareness of social injustices, but not necessarily resulting in social changes.

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Transformation Without Paternalism

Cited by 19 publications

References 32 publications

Building capabilities for higher education prior to entry

Building capabilities for higher education prior to entry

Experiencing service learning partnership: A human development perspective of community members

A capability pedagogy for excluded youth: Fostering recognition and imagining alternative futures

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