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Between context and capability: Reflections on research on the capability approach and gender equality in education

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Abstract:

The paper reviews the debate of how to relate the social context of education and intersecting inequalities with the normative aspirations about education associated with the work of Amartya Sen and Martha Nussbaum on the capability approach. Drawing on a number of research projects (conducted with colleagues in South Africa, Kenya, Tanzania and Nigeria) and the work of a number of doctoral students (in Uganda, India and Bangladesh) where conceptualizations from the capability approach have been used to look at aspects of gender inequalities in education and strategies for empowerment, the paper considers three current debates concerning the gender and capability approach - i) the significance of group capabilities, ii) the relationship of rights and capabilities, and iii) thinking through equality, equity and sufficiency. In charting how, within these projects, the question of local context and normative concern came to be negotiated, the paper attempts to distinguish some of the ways in which translations have been made between feminist research in comparative and international education and the theoretical distinctions associated with the capability approach, drawing out the changes in emphasis each requires of the other.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492444_index.html
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MLA Citation:

Unterhalter, Elaine. "Between context and capability: Reflections on research on the capability approach and gender equality in education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492444_index.html>

APA Citation:

Unterhalter, E. "Between context and capability: Reflections on research on the capability approach and gender equality in education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492444_index.html

Publication Type: Panel Paper
Abstract: The paper reviews the debate of how to relate the social context of education and intersecting inequalities with the normative aspirations about education associated with the work of Amartya Sen and Martha Nussbaum on the capability approach. Drawing on a number of research projects (conducted with colleagues in South Africa, Kenya, Tanzania and Nigeria) and the work of a number of doctoral students (in Uganda, India and Bangladesh) where conceptualizations from the capability approach have been used to look at aspects of gender inequalities in education and strategies for empowerment, the paper considers three current debates concerning the gender and capability approach - i) the significance of group capabilities, ii) the relationship of rights and capabilities, and iii) thinking through equality, equity and sufficiency. In charting how, within these projects, the question of local context and normative concern came to be negotiated, the paper attempts to distinguish some of the ways in which translations have been made between feminist research in comparative and international education and the theoretical distinctions associated with the capability approach, drawing out the changes in emphasis each requires of the other.


Similar Titles:
Subjugation of Women and Capability Approach: Relocating Gender Equality in Higher Education

A capabilities approach for gender equality and education: Processes and measures for an NGO/Community project

Including critical voices: Girls’ participation in defining capabilities and educational quality in the context of gender and education initiatives in Malawi


 
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