Children and the Capability Approach
Children and the Capability Approach
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儿童与能力方法
DOI：
10.1057/9780230308374_9
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Camfield L
中科院分区：
文献类型：
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作者：
Camfield L
9.1.背景在世界范围内，已经有许多关于幸福的理解的研究（在Alkire，2002年; Camfield，2006年），即什么构成并有助于人们在特定环境中有理由珍视的生活。[1]正如我们在本书第2章和第3章中所看到的，幸福的概念甚至领域可能因不同的背景或年龄而异，这意味着儿童的参与对于理解他们的能力至关重要。本章报告了埃塞俄比亚儿童和他们的照顾者在对美好生活的理解以及实现这一目标所需的条件方面的差异。报告还探讨了能力方法是否可以用来弥合地方对美好生活的共同理解与儿童基金会等全球机构关于什么是“对儿童有益”的普遍处方之间的差距。本章使用了《年轻的生活》中的定量和定性数据，这是一项关于儿童贫困的纵向研究。这些活动包括与来自三个城市和农村社区的儿童（11-13岁）、照顾者和社区知情人的小组访谈和活动，他们探讨了什么是社区儿童的福祉或美好生活。2在第二轮“年轻生命”调查中，对儿童及其照顾者就其价值观、愿望和主观幸福感方面的问题所作的答复进行了分析，从而补充了定性数据。3本章首先回顾了关于埃塞俄比亚幸福感的文献，并描述了用于生成第9.3节中报告的数据的方法。然后，它对比了儿童和成人的不同理解，并探讨了在何种程度上，他们可以有效地理解内努斯鲍姆的元框架的核心人类能力，因为它声称的普遍性。
9.1. BackgroundWorldwide there have been many studies about understandings of well-being (reviewed in Alkire, 2002; Camfield, 2006), ie what constitutes and contributes to a life that people have reason to value in particular contexts. 1 As we have seen in Chapters 2 and 3 of this book, concepts and even domains of well-being may vary across different contexts or according to age, which implies that children’s participation is central for understanding their capabilities. This chapter reports differences between Ethiopian children and their caregivers in expressed understandings of a good life and what is needed to achieve this. It also explores whether the capability approach can be used to bridge the gap between shared local understandings of a good life and the universal prescriptions of global bodies such as UNICEF on what is ‘good for children’. The chapter uses quantitative and qualitative data from Young Lives, a longitudinal study of childhood poverty. These comprise group interviews and activities with a subsample of children (aged 11–13), caregivers and community informants from three urban and rural communities who explore what constitutes well-being or a good life for children in their community. 2 The qualitative data are supplemented by analyses of responses from children and their caregivers to questions on their values, aspirations and experiences of subjective well-being in the second round of the Young Lives survey. 3The chapter begins by reviewing literature on understandings of wellbeing in Ethiopia and describing the methods used to generate the data reported in Section 9.3. It then contrasts the diverse understandings of children and adults and explores the extent to which they can be usefully understood within Nussbaum’s meta-framework of central human capabilities selected because of its claimed universality.