Personalized Nutrition and Social Justice: Ethical Considerations Within Four Future Scenarios Applying the Perspective of Nussbaum’s Capabilities Approach

2015 ◽  
Vol 29 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Karin Nordström ◽  
Joe Goossens
Keyword(s):  
Social Justice ◽  
Capabilities Approach ◽  
Future Scenarios ◽  
Personalized Nutrition ◽  
Ethical Considerations

Maasai Girls' Subjectivities and the Nexus of Gender Justice and Education Rights Discourse

2018 ◽  
pp. 156-170
Author(s):  
Serena Koissaba
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Transnational Feminism ◽  
Capabilities Approach ◽  
Cultural Norms ◽  
Development Discourse ◽  
Gender And Education ◽  
The Social ◽  
Education Interventions ◽  
Rights Discourse

Global development discourse around the interplay between social justice and childhood issues are complicated when interpreting these ideas contextually through translocational gender and cultural lenses. This chapter attempted to address some of the following questions: How do international gender and education interventions problematize the transition for Maasai girls as they transition from childhood to adulthood? Can Amartya Sen's ‘capability framework, work effectively for African children in Kenya who by their cultural norms become adults before the age of 18? In what ways are the social justice schemes producing disaggregated cultural structures for Maasai Girls? This chapter, therefore examined how Maasai girls' subjectivities are affected by gender and education rights mediation through Amartya Sen's ‘capabilities approach' and a human rights framework. The experiences and perspectives of female subjects have seemingly been distorted within feminist and geopolitical rhetoric. Transnational feminism in this work is positioned as a postcolonial project that employs theories of human rights, capabilities, and multiculturalism as lenses in which to interrogate practices of erasures of voice and representation of active participants within the movement, but reconsider what feminist theory can do to move the conversation away from male-centric ideologies.

What is to be done about capability-promoting policies?

2017 ◽  
Author(s):  
Hans-Uwe Otto ◽  
Melanie Walker ◽  
Holger Ziegler
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Social Science ◽  
Human Development ◽  
Critical Analysis ◽  
Capabilities Approach ◽  
Social Structures ◽  
Human Flourishing ◽  
Policy Interventions ◽  
Critical Social Science

This book has examined how the capability approach provides a politically normative metric for the critical analysis of policies and public policy structures, as well as policy interventions driven by human development or human security concerns. It has demonstrated that existing social structures and institutions play a key role in the realisation of capabilities or the feasibility of human flourishing. This chapter summarises the book's main arguments and considers new principles and aspirations towards capability-promoting policy. It argues that an alliance with the tradition of critical social science may ‘secure’ the capabilities approach, with its analytic focus on real-world conditions and requirements for renegotiating social justice and creating more capabilities-promoting policies, and vice versa. Capability-promoting policies include emancipatory and democratic strategies that transform unjust structures in order to enhance the agency of individual subjects in terms of human flourishing.

scholarly journals Centring Gender and Power in Evaluation and Research: Sharing experiences from Oxfam GB's quantitative impact evaluations

2021 ◽  
Author(s):  
Sarah Barakat ◽  
Alexia Pretari ◽  
Jaynie Vonk
Keyword(s):  
Social Justice ◽  
Monitoring And Evaluation ◽  
Lessons Learned ◽  
Ethical Considerations ◽  
Evaluation Practices ◽  
Gender Binary ◽  
Gender And Power ◽  
Quantitative Impact ◽  
The Way

Bringing a feminist intent to research, monitoring and evaluation practices leads to defining these as tools to contribute to transforming the lives of women, girls and non-binary people, and to bringing about social justice. This has meant putting gender and power at the centre of our practice, which has in turn shaped the technical choices made specifically in quantitative impact evaluations. This paper focuses on describing how these technical choices, as well as ethical considerations, are changed by this feminist intent. The paper also presents the lessons learned and questions raised along the way, which may be useful for MEAL and research practitioners, as well as programme managers. How can we bring intersectionality to the fore? What does it mean to go beyond the gender binary? How can this work be transformative?

An Overview of Health Disparities in the Context of Public Health Ethics

2019 ◽  
pp. 257-265
Author(s):  
Andrew W. Siegel
Keyword(s):  
Public Health ◽  
Socioeconomic Status ◽  
Social Justice ◽  
Health Disparities ◽  
Health Inequity ◽  
Public Health Ethics ◽  
Ethical Considerations ◽  
Health Ethics ◽  
The Social ◽  
The Subject

Health disparities have increasingly become an important area of examination for public health ethics. This chapter provides an overview of the ethics of health disparities, one of the dedicated sections of The Oxford Handbook of Public Health Ethics. It begins with background on health disparities and socioeconomic status, including a brief summary of some of the seminal research on the subject. It then provides an overview of the chapters in this section of the handbook, which address (1) the social determinants of health and the ethics and social justice arguments for reducing health disparities, (2) racial and ethnic health disparities, (3) some conflicts that arise between reducing health disparities and advancing population health, and (4) ethical considerations in the measurement of health inequity.

scholarly journals ETHICS, ART, AND SOCIAL WORK

2017 ◽  
Vol 34 (1) ◽  
pp. 47-59
Author(s):  
Samantha Wehbi
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Student Learning ◽  
Social Work Education ◽  
Ethical Principles ◽  
Creative Arts ◽  
Ethical Considerations ◽  
Work Education ◽  
Enhance Student Learning

There has been a growing interest in bringing creative arts as methods and processes into social work education and practice to enhance student learning and contribute to practices tackling issues of social justice and anti-oppression. This paper builds on the current conversation about the intersection of art and social work to propose the need for engagement with ethical considerations to guide our practice. Relying on examples of arts-informed and arts-based projects that tackle issues of ableism and racism, the discussion focuses on the need to consider issues of consent, representation, appropriation and agency of participants in these projects. Borrowing from the metaphor of photographic practice, the article concludes by proposing three ethical principles to guide arts-informed and arts-based practices in social work.

Maasai Girls' Subjectivities and the Nexus of Gender Justice and Education Rights Discourse

2018 ◽  
pp. 1265-1279
Author(s):  
Serena Koissaba
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Transnational Feminism ◽  
Capabilities Approach ◽  
Cultural Norms ◽  
Development Discourse ◽  
Gender And Education ◽  
The Social ◽  
Education Interventions ◽  
Rights Discourse

Global development discourse around the interplay between social justice and childhood issues are complicated when interpreting these ideas contextually through translocational gender and cultural lenses. This chapter attempted to address some of the following questions: How do international gender and education interventions problematize the transition for Maasai girls as they transition from childhood to adulthood? Can Amartya Sen's ‘capability framework, work effectively for African children in Kenya who by their cultural norms become adults before the age of 18? In what ways are the social justice schemes producing disaggregated cultural structures for Maasai Girls? This chapter, therefore examined how Maasai girls' subjectivities are affected by gender and education rights mediation through Amartya Sen's ‘capabilities approach' and a human rights framework. The experiences and perspectives of female subjects have seemingly been distorted within feminist and geopolitical rhetoric. Transnational feminism in this work is positioned as a postcolonial project that employs theories of human rights, capabilities, and multiculturalism as lenses in which to interrogate practices of erasures of voice and representation of active participants within the movement, but reconsider what feminist theory can do to move the conversation away from male-centric ideologies.

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