Citation

Capabilities, concientización, and the American community college

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Abstract:

Championed as “dream makers” and criticized as “dream diverters,” community colleges serve a unique role in the American higher education system (Brint & Karabel, 1989; Clarke, 1960; Cohen & Brawer, 2008). These public, two-year institutions are often touted as crucial agents of democracy because they promise and provide low-cost, open-access to higher education for traditionally underserved and marginalized populations (Cohen & Brawer, 2008). At the same time, an increasing emphasis on accountability has narrowed attention on utilitarian, “policy relevant” academic and economic outcome measures (e.g. persistence, completion, employment). This theoretical paper will examine the connections between the work of critical pedagogist Paulo Freire (1998a, 1998b) and economist Amartya Sen’s (1979) capability approach, and how they can be used together to reimagine a broader range of community college student outcomes than is found in the existing literature. Like critical pedagogy, the capability approach brings to higher education its emphasis on human flourishing, evaluating equality and social arrangements, recognizing the voices of those who may be marginalized, and a commitment to social justice (Boni & Walker, 2013; Walker, 2010). Because the capability approach focuses on opportunity, equity, and social advantage (Walker, 2006) it is a natural fit for exploring community college student success.


References
Boni, A. & Walker, M. (2013). Introduction: Human development, capabilities and universities of the twenty-first century. In A. Boni & M. Walker (Eds.), Human development and capabilities: Re-imagine the university of the twenty-first century (pp. 1-11). New York, NY: Routledge.
Brint, K. & Karabel, J. (1989). The community college and democratic ideals. Community College Review, 17(9), 9-19. DOI: 10.1177/009155218901700203
Clark, B. (1960). The “cooling-out” function in higher education. American Journal of Sociology 65(6), 569-576.
Cohen, A. M. & Brawer, F. B. (2008). The American Community College (5th ed.). San Francisco: Jossey-Bass.
Freire, P. (1998a). Pedagogy of the oppressed. (M. Ramos, Trans.). New York, NY: Continuum Publishing Company.
Freire, P. (1998b). Pedagogy of freedom. (P. Clarke, Trans.). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Sen, A. (1979). Equality of what? Tanner Lectures on Human Values, Stanford University Retrieved from http://www.tannerlectures.utah.edu
Walker, M. (2006). Higher education pedagogies. Berkshire, U.K.: McGraw-Hill Education.
Walker, M. (2010). Critical capability pedagogies and university education. Educational Philosophy and Theory, 42(8), 898-917.
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p708080_index.html
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MLA Citation:

Topper, Amelia. "Capabilities, concientización, and the American community college" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p708080_index.html>

APA Citation:

Topper, A. M. "Capabilities, concientización, and the American community college" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p708080_index.html

Publication Type: Panel Paper
Abstract: Championed as “dream makers” and criticized as “dream diverters,” community colleges serve a unique role in the American higher education system (Brint & Karabel, 1989; Clarke, 1960; Cohen & Brawer, 2008). These public, two-year institutions are often touted as crucial agents of democracy because they promise and provide low-cost, open-access to higher education for traditionally underserved and marginalized populations (Cohen & Brawer, 2008). At the same time, an increasing emphasis on accountability has narrowed attention on utilitarian, “policy relevant” academic and economic outcome measures (e.g. persistence, completion, employment). This theoretical paper will examine the connections between the work of critical pedagogist Paulo Freire (1998a, 1998b) and economist Amartya Sen’s (1979) capability approach, and how they can be used together to reimagine a broader range of community college student outcomes than is found in the existing literature. Like critical pedagogy, the capability approach brings to higher education its emphasis on human flourishing, evaluating equality and social arrangements, recognizing the voices of those who may be marginalized, and a commitment to social justice (Boni & Walker, 2013; Walker, 2010). Because the capability approach focuses on opportunity, equity, and social advantage (Walker, 2006) it is a natural fit for exploring community college student success.


References
Boni, A. & Walker, M. (2013). Introduction: Human development, capabilities and universities of the twenty-first century. In A. Boni & M. Walker (Eds.), Human development and capabilities: Re-imagine the university of the twenty-first century (pp. 1-11). New York, NY: Routledge.
Brint, K. & Karabel, J. (1989). The community college and democratic ideals. Community College Review, 17(9), 9-19. DOI: 10.1177/009155218901700203
Clark, B. (1960). The “cooling-out” function in higher education. American Journal of Sociology 65(6), 569-576.
Cohen, A. M. & Brawer, F. B. (2008). The American Community College (5th ed.). San Francisco: Jossey-Bass.
Freire, P. (1998a). Pedagogy of the oppressed. (M. Ramos, Trans.). New York, NY: Continuum Publishing Company.
Freire, P. (1998b). Pedagogy of freedom. (P. Clarke, Trans.). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Sen, A. (1979). Equality of what? Tanner Lectures on Human Values, Stanford University Retrieved from http://www.tannerlectures.utah.edu
Walker, M. (2006). Higher education pedagogies. Berkshire, U.K.: McGraw-Hill Education.
Walker, M. (2010). Critical capability pedagogies and university education. Educational Philosophy and Theory, 42(8), 898-917.


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