Framing Social Justice In Education: What Does The ‘Capabilities’ Approach Offer?
Framing Social Justice In Education: What Does The ‘Capabilities’ Approach Offer?
复制标题
构建教育中的社会正义：“能力”方法能提供什么？
DOI：
10.1111/1467-8527.t01-2-00232
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发表时间：
2003
影响因子：
1.9
通讯作者：
M. Walker
中科院分区：
文献类型：
--
作者：
M. Walker
本文发展了一个框架，概念化的社会公正的教育，特别是借鉴玛莎努斯鲍姆（2000年）的能力的方法。考虑的实际情况是，在英格兰高等（大学）教育中扩大参与和教学影响。虽然本文支持努斯鲍姆的十大能力清单的价值和实用性，为发展更激进的和具有挑战性的语言和实践的高等教育学科，它也认为，她的方法是有限的。为了发展使我们能够判断哪些实践使我们更接近社会正义的裁决理论，也需要其他方式来概念化社会正义。一个论点是“二价”理论，整合个人和机构的发展和代理人和社会结构。
This paper develops a framework for conceptualising social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach. The practical case for consideration is that of widening participation and pedagogical implications in higher (university) education in England. While the paper supports the value and usefulness of Nussbaum's list of ten capabilities for developing a more radical and challenging language and practice for higher education pedagogies, it also argues that her approach is limited. Other ways of conceptualising social justice are also required in order to develop adjudicating theories which enable us to judge which practices take us closer to social justice. An argument is made for ‘bivalent’ theorising which integrates individual and institutional development and agents and social structures.