Capabilities Approaches and Labour Law through a Relational and Restorative Regulatory Lens

2019 ◽  
pp. 218-238
Author(s):  
Bruce P. Archibald
Keyword(s):  
Human Rights ◽  
Labour Market ◽  
Practical Reason ◽  
Meaningful Work ◽  
Capabilities Approach ◽  
Human Flourishing ◽  
Labour Law ◽  
Human Capabilities ◽  
The Creation ◽  
Good For

This chapter examines the question of whether the law should prohibit or prevent jobs that are robotic in the nature of their performance against two normative frameworks: first, the framework of human rights and, secondly, the framework of human capabilities. These two frameworks justify controls, albeit not necessarily the same, over the sorts of jobs that are available on the labour market. The chapter finds that both frameworks recognize the value of work as an important interest and an element of human flourishing, and both frameworks impose duties as to the content of work. The duties that human rights impose include the creation of work opportunities and the prohibition of exploitation at work, rather than the creation of meaningful work. Working like a robot, or like a cog in a machine, is not necessarily incompatible with human rights. However, it appears to be incompatible with Nussbaum’s account of human capabilities. It undermines both architectonic capabilities of practical reason and affiliation, the exercise of which affects all other capabilities. Even though boring and monotonous work is incompatible with this approach, it is less clear whether there should be a state duty to prohibit it, according to the theory of human capabilities. This is because work, even if boring and monotonous, may still be conducive to human flourishing for it is good for the enjoyment of several human capabilities. This lack of clarity as to the duties imposed in this area is a weakness of the capabilities approach.

Work, Human Rights, and Human Capabilities

2019 ◽  
pp. 202-217
Author(s):  
Virginia Mantouvalou
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Meaningful Work ◽  
Capabilities Approach ◽  
Main Question ◽  
Human Flourishing ◽  
Human Capabilities ◽  
Moral Wrong ◽  
Self Development ◽  
Capabilities Theory

This chapter examines the value of work and the requirements of the content of work against two normative frameworks: first, human rights, and second, human capabilities. Its main question is whether working like a robot should be prohibited. The chapter identifies certain overlaps in the requirements imposed by the two frameworks, such as a duty to create opportunities to work and the prohibition of being forced to work. When it comes to the content of work, both frameworks prohibit workers’ exploitation, and both recognize the value of self-development in the workplace, up to a certain extent. The overlap is justified given that there are connections between human dignity and human flourishing, both values that are also linked to human rights. However, the chapter also suggests that capabilities theory, as a theory of human flourishing, requires the promotion of meaningful work for everyone. This requirement is more demanding than the duties imposed by human rights, which are primarily about identifying and addressing moral wrongs. Whether boring and monotonous jobs should be prohibited as a moral wrong, though, is not specifically addressed within capabilities theory. The lack of specificity as to the duties imposed is a weakness of the capabilities approach.

scholarly journals Play as a Mode of Capability Development in Scottish Primary Schools

2019 ◽  
Keyword(s):  
General Education ◽  
Practical Reason ◽  
Primary Schools ◽  
Conceptual Analysis ◽  
Transformational Change ◽  
Capabilities Approach ◽  
Capability Development ◽  
Human Flourishing ◽  
Pedagogical Tool ◽  
Core Capabilities

In Scotland, the Curriculum for Excellence (CfE) provides education practitioners with the opportunity for transformational change through the delivery of a holistic, broad and general education. This paper explores the extent to which play can be used as a pedagogical tool in developing the capabilities of children to realise the ambitions of CfE. The focus here is four of the ten core capabilities identified by Martha Nussbaum in her version of the Capabilities Approach; one of which is play, the others being those with which it is intrinsically linked, i.e. affiliation, ‘senses, imagination and thought’, and ‘practical reason’. This conceptual analysis of play, autonomy and the Capabilities Approach constitutes a theoretical case for playful approaches in all stages of Scottish primary schools. It is argued that this would provide opportunities for human flourishing in the context of the CfE.

scholarly journals Rethinking Human Rights through the Language of Capabilities: An Introduction to Capabilities Approach

2012 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Latika Vashist
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Central Place ◽  
Modern Human ◽  
Capabilities Approach ◽  
Martha Nussbaum ◽  
Amartya Sen ◽  
Human Flourishing ◽  
Rights Discourse ◽  
Human Rights Discourse

This paper seeks to contrast the language of human rights with capabilities approach conceptualized by Amartya Sen and Martha Nussbaum. While capabilities approach is an effective way of comprehending and mplementing the rights guaranteed to people, language of human rights remains the essential pre-requisite for the development and enhancement of people’s capabilities. While both these frameworks for justice operate within the western liberal paradigm, capabilities approach fills in the gaps of modern human rights discourse. The new idea of justice that accords a central place to human dignity mandates that the human rights entrenched in the Constitution be read as capabilities. The desperate vacuum that exists between the promises of law and realities of existence can only be bridged by institutionalizing a blend of rights and capabilities in the pursuit of justice. The paper argues that the language of human rights and that of capabilities ought to supplement and complement each other for true human flourishing

Distributive Justice and Human Nature

2018 ◽  
Author(s):  
Paula Casal
Keyword(s):  
Human Rights ◽  
Distributive Justice ◽  
Human Nature ◽  
Evolutionary Approach ◽  
Human Flourishing ◽  
Human Capabilities ◽  
Social Reforms ◽  
Conservative View ◽  
Moral Demands

This chapter examines the relation between distributive doctrines and human nature. It reviews various responses to the conservative view that many progressive social reforms are doomed because of human nature. Some responses present a different view of human nature while others stress that human nature can be modified because it is the product of nurture or because it can be socially or biomedically altered. The chapter also offers an evolutionary approach to values like ‘liberté, égalité, fraternité’ and discusses whether human nature could have more than merely instrumental relevance to distributive justice. For example, our endorsement, and interpretation, of moral demands regarding human rights, human flourishing, and human capabilities, or even regarding the principles of sufficiency, equality and priority, may depend on assumptions about human nature.

Contingent Movements?

2021 ◽  
pp. 199-212
Author(s):  
Christopher Szabla
Keyword(s):  
Human Rights ◽  
Cold War ◽  
International Regime ◽  
Labour Law ◽  
Refugee Law ◽  
The Creation ◽  
International Refugee Law ◽  
And Migration ◽  
The Cold War ◽  
Migration Regimes

No single international organisation oversees and enforces global migrant rights or plans and facilitates migrant movement. Migrant rights are fragmented among, inter alia, human rights and labour law. Why does no clear, comprehensive international regime exist to integrate migrant law and provide oversight for all migrants as international refugee law and institutions do for refugees? Scholars have cited a 1951 US decision to withdraw support for a migration regime that involved communist participation. But the Cold War explanation sidesteps, among other things, the creation of an intergovernmental migration regime outside the communist world. Both the refugee and migration regimes subsequently paralleled one another’s development, but architectural differences ultimately rendered one more robust. This chapter shows how decisions that shaped the differences between these regimes were not entirely determined by the Cold War, while demonstrating how decisions related to another overarching historical force—decolonisation—resulted in the expression of these differences.

scholarly journals The Sport for All Ideal: A Tool for Enhancing Human Capabilities and Dignity

2014 ◽  
Vol 63 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Francisco Javier
Keyword(s):  
Human Rights ◽  
Modern Society ◽  
Capabilities Approach ◽  
Martha Nussbaum ◽  
Amartya Sen ◽  
Human Capabilities ◽  
Moral Principles ◽  
The Impact

AbstractSport, as a child of modernity, is intertwined with typically modern elements, such as the search for universality, competition, and the fascination for measurement. As modernity is essentially defined, in legal and moral terms, as a search for universally grounded moral principles or basic human rights, modern sports are widely seen as a means to promote typically modern values such as dignity. This paper conceives of the term "dignity" in light of the capabilities approach upheld by Martha Nussbaum and Amartya Sen. According to these authors, dignity is conferred according to certain human basic capabilities that we all are entitled to. This is the reason why this article explores how sport can be a tool for enhancing and exercising such human capabilities. In so doing, I shall argue that the Sport for All ideal provides us with a normative proposal to achieve such a task since it embodies the basic spirit and ethical goals of our modern society. Moreover, connecting the promotion of dignity to the capabilities approach will allow us not just to use sport as a means for development, but also to provide us with specific criteria to evaluate the impact of sport in the wider society regarding the promotion of people‘s dignity.

scholarly journals Inclusive education and labour insertion from a capabilities approach: a phenomenological and functional diversity perspective

2021 ◽  
Vol 39 (1) ◽  
pp. 265-282
Author(s):  
Ruth Zárate-Rueda ◽  
Daniella Murallas-Sánchez ◽  
Catalina Ortega-Zambrano
Keyword(s):  
Human Rights ◽  
Labour Market ◽  
Inclusive Education ◽  
Functional Diversity ◽  
Life Experiences ◽  
Phenomenological Approach ◽  
Capabilities Approach ◽  
Access To Education ◽  
Derechos Humanos ◽  
Psychosocial Barriers

El estudio se enfoca en el análisis de experiencias de vida en los ámbitos académico y labo-ral de egresados con diversidad funcional de la Universidad Industrial de Santander-UIS. La investigación se desarrolla desde el paradigma interpretativo y el enfoque fenomenológico para dimensionar las experiencias vividas y sentidas durante y después de su paso por la universidad; asimismo, los resultados se validan mediante la triangulación por contraste de información entre teoría, realidad e investigador. Los resultados señalan que las barreras arquitectónicas y psicosociales son un impedimento para atender las necesidades diferenciales de los estudiantes desde la inclusión educativa; además, se encontró que el mercado laboral no ofrece oportunidades incluyentes y la participación es limitada; con lo cual se concluye que existen brechas en el acceso a educación y trabajo, igualdad de oportunidades y respeto por las diferencias. Finalmente, se denota que la implementación de la Política de Educación Inclusiva universitaria es imperante para vincular a este segmento de población, específicamente con procesos que integren el enfoque de capacidades y el Enfoque de Derechos Humanos. This study focuses on the analysis of life experiences in the academic and work environmentof professionals with functional diversity graduated from the Universidad Industrial de Santander-UIS. Our research has been conducted under the interpretative paradigm and usesa phenomenological approach in order to evaluate the participants’ lived and felt experiencesduring and after their time at university. Our results have been validated through the use oftriangulation, contrasting the information gathered from theory, reality and researchers. Theresults indicate that architectural and psychosocial barriers are an obstacle to the differentialneeds of students from the perspective of inclusive education; besides, it has been found thatthe labour market does not offer inclusive opportunities, and participation is limited. This hasled us to conclude that there are gaps in access to education and work regarding equal opportunitiesand the respect for differences. Finally, we note that the implementation of InclusiveEducation Policies at university is essential for the integration of this demographic, specificallyin processes that combine the Capabilities and Human Rights approaches.

La desaparición forzada de los normalistas de Ayotzinapa. Una tragedia para reflexionar desde la óptica del sistema interamericano de protección de los derechos humanos

2018 ◽  
pp. 97
Author(s):  
Pietro Sferrazza Taibi
Keyword(s):  
Human Rights ◽  
International Standards ◽  
Rural Teachers ◽  
Teachers College ◽  
Human Rights Protection ◽  
Rights Protection ◽  
Derechos Humanos ◽  
Mexican State ◽  
The Creation ◽  
Precautionary Measures

ResumenLa desaparición forzada de los estudiantes normalistas ocurrida en septiembre de 2014 en las cercanías de la localidad mexicana de Ayotzinapa es una tragedia que, además de captar la atención de la prensa internacional, ha activado el funcionamiento de algunos mecanismos del sistema interamericano de protección de los derechos humanos. Este trabajo pretende analizar de qué manera la creación del Grupo Interdisciplinario de Expertos Independientes (GIEI) puede incidir en la determinación de la responsabilidad internacional del Estado Mexicano por el incumplimiento de los estándares internacionales interamericanos sobre prevención, investigación y sanción de la desaparición forzada. En aquel sentido, este trabajo se dividirá en tres secciones. En la primera de ellas se describirán brevemente los hechos, a fin de demarcar el contexto fáctico a partir del cual se reflexionará. La segunda sección hará referencia a la creación del GIEI en el marco de las medidas cautelares adoptadas por la Comisión Interamericana de Derechos Humanos (Comisión IDH) en este caso. En la tercera y última sección, se valorará si las obligaciones generales de respeto y garantía han sido vulneradas en este caso, centrando el foco de atención en los deberes específcos de prevención e investigación.Palabras clave: Ayotzinapa; Grupo Interdisciplinario de Expertos Independientes; Comisión Interamericana de Derechos Humanos; desaparición forzada.ResumoO desaparecimento forçado de estudantes normalistas acontecida em setembro de 2014 perto da cidade mexicana de Ayotzinapa é uma tragédia que, além de capturar a atenção da imprensa internacional, permitiu o funcionamento de determinados mecanismos do sistema interamericano de proteção dos direitos humanos. Este trabalho pretende analisar de que forma a criação do Grupo Interdisciplinar de Peritos Independentes (GIEI) podem afetar na determinação da responsabilidade internacional do Estado Mexicano pelo incumprimento dos padrões internacionais interamericanos sobre a prevenção, investigação e punição de desaparecimento forçado. Nesse sentido, este trabalho será dividido em três seções. No primeiro deles, os fatos serão brevemente descritos, a fm de demarcar o contexto factual a partir do qual será refletido. A segunda seção referirá a criação do GIEI no marco das medidas cautelaresadotadas pela Comissão Interamericana de Direitos Humanos (Comissão IDH) no presente caso. Na terceira e última seção, vai ser valorado se as obrigações gerais de respeito e garantia foram vulneradas neste caso, centrando o foco de atenção nos deveres específcos de prevenção e investigação.Palavras-chave: Ayotzinapa; Grupo Interdisciplinar de Peritos Independentes; Comissão Interamericana de Direitos Humanos; desaparecimento forçado.AbstractThe forced disappearance of the students of the rural teachers’ college in September of 2014 in the surroundings of the Mexican town of Ayotzinapa is a tragedy that, besides capturing the attention of the international press, has activated the functioning of some mechanisms of the Inter-American Human Rights Protection System. This work aims to analyze in which ways the creation of the Interdisciplinary Group of Independent Experts (GIEI) can underscore the determination of the international responsibility of the Mexican State for the non-compliance of the Inter-American international standards on prevention, investigation and punishment of the enforced disappearance. In that sense, this paper will be divided in three sections. The frst one will briefly describe the facts, to demarcate the factual circumstances from which it will be reflected. The second section will address the creation of the GIEI within the framework of the precautionary measures adopted by the Inter-American Commissionof Human Rights (IACHR) in this matter. The third and last section will evaluate whether the general obligations to respect and ensure human rights have been violated in this case, focusing on the specifc duties of prevention and investigation.Keywords: Ayotzinapa, Interdisciplinary Group of Independent Experts, Inter-American Commission of Human Rights, forced disappearance.

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