Amartya Sen's Capability Approach a

Paperback | June 15, 2010

byMelanie Walker

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This compelling book introduces Nobel laureate, Amartya Sen’s, capability approach, and explores its significance for theory, policy and practice in education. The capability approach  has attracted attention across disciplinary boundaries in recent years contributing to debates in economics, political philosophy, health and social policy. This book complements these discussions by considering the potential of the approach for work in education, showing how the capability approach challenges some of the key assumptions of human capital theory and how it can provide substance for policy and practice in education concerned with social justice. The book looks particularly at questions concerning the education of children, gender equality, and higher education. Contributors hail from the U.K., U.S.A., Australia, Italy and Mexico.

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This compelling book introduces Nobel laureate, Amartya Sen’s, capability approach, and explores its significance for theory, policy and practice in education. The capability approach  has attracted attention across disciplinary boundaries in recent years contributing to debates in economics, political philosophy, health and social pol...

Melanie Walker is Professor of Higher Education and Director of Research in the School of Education at the University of Nottingham, U.K. and Extraordinary Professor at the University of the Western Cape, South Africa. She is director of a PhD program in Higher Education, and contributes to teaching on the MA in Higher Education and t...

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Format:PaperbackDimensions:292 pages, 8.4 × 5.4 × 0.7 inPublished:June 15, 2010Publisher:Palgrave MacmillanLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0230104592

ISBN - 13:9780230104594

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Table of Contents

The Capability Approach: Its Potential for Work in Education--Melanie Walker and Elaine Unterhalter * Part I: Theoretical Perspectives on the Capability Approach and Education * Education as a Basic Capability--Lorella Terzi *
Situating Education in the Human Capabilities Approach--Pedro Flores-Crespo *
Developing Capabilities and the Management of Trust--Richard Bates * Distribution of What for Achieving Equality in Education?  The Case of  Education for All--Elaine Unterhalter and Harry Brighouse * Needs, Rights and Capabilities
--Elaine Unterhalter * Part II: Applications of the Capability Approach in Education * Freedom through Education: Measuring Capabilities in Girls' Schooling--Rosie Vaughan * Education and Capabilities in Bangladesh--Janet Raynor * South African Girls' Lives and Capabilities--Melanie Walker * Children's Valued Capabilities--Mario Biggeri * Higher Education and Well Being--Luisa Deprez and Sandra Butler * Part III:  Taking the Capability Approach Forward in Education * Education, Agency and Social Justice--
Elaine Unterhalter and Melanie Walker

Editorial Reviews

"Walker and Unterhalter have gathered together an impressive collection which debunks the notion that capabilities can be equated to a narrow definition of outcomes, qualities or competencies. This book offers exciting new possibilities for developing socially just approaches to education with our students."--Pat Thomson, Professor of Education and Director of Research, School of Education, University of Nottingham "Amartya Sen's economic and political theory including, centrally, his work on the idea of human 'capability' as both a goal of and an indicator of development has had a major impact on both the theory and practice of international development and won him, among many honours, the Nobel Prize for Economics. It is a body of work which clearly invites application in the context of education, but this application has hitherto been neglected.  Melanie Walker and Elaine Unterhalter have assembled an important, stimulating and perceptive collection of papers which clarify and explore both the theoretical framework of the capability approach and its practical application. This book deserves the attention of all those involved in considering the purposes of education and the measures of its success in any educational setting and will challenge those who measure this success in narrowly instrumental terms."--David Bridges, Professorial Fellow, University of East Anglia and Chair of the Von Hügel Institute, St Edmund's College, Cambridge