scholarly journals The Centrality of Participant Voice in Illuminating the Gender Regime in Education Research Using a Human Capabilities Analysis

2015 ◽  
Vol 44 (2) ◽  
Author(s):  
Catherine Vanner
Keyword(s):  
Education Research ◽  
Research Synthesis ◽  
Analytical Framework ◽  
Capabilities Approach ◽  
Educational Values ◽  
Human Capabilities ◽  
Gender Regime ◽  
Gender And Education ◽  
Gender Regimes ◽  
Equality In Education

The human capabilities approach distinguishes between capabilities (a person’s ability to choose what she wants to do/be) and functionings (actually doing/being what she wants). When used to analyze gender equality in education, it draws attention to the nature of education and the extent to which it is equally empowering for girls and boys. This research synthesis examines the use of the human capabilities approach as an analytical framework for gender and education research. The approach’s emphasis on participant voice as a means of articulating what is valued in education highlights contradictions and similarities within a given community and attends to the way that the gender regime of the school characterizes the educational experience. This is particularly meaningful in relation to the views of student participants including children, whose descriptions of their educational values, goals and experiences are critical in understanding the daily operations and experiences of gender regimes in schools.

scholarly journals The Impact of Employment Quality and Housing Quality on Human Development in the European Union

2021 ◽  
Vol 13 (2) ◽  
pp. 969
Author(s):  
Marina Checa-Olivas ◽  
Bladimir de la Hoz-Rosales ◽  
Rafael Cano-Guervos
Keyword(s):  
European Union ◽  
Human Development ◽  
Capabilities Approach ◽  
Housing Quality ◽  
The European Union ◽  
Human Capabilities ◽  
Time Work ◽  
Part Time ◽  
Employment Quality ◽  
The Impact

This study aims to contribute new information on how and through which factors employment quality and housing quality can be improved from a human development approach so that people can live the life they want. Using the human capabilities approach as a theoretical reference framework, the article analyses the effect of involuntary part-time employment and overcrowded housing on the Human Development Index (HDI). The empirical analysis is based on the panel data technique, which is applied to data from the European Statistical Office (Eurostat) and the United Nations Development Programme (UNDP) for the 28 member countries of the European Union. The results shed new evidence on how involuntary part-time work and overcrowded housing limit or hinder people from living the lives they want, at least in the dimensions measured by the HDI.

scholarly journals Experiencing Gender Regimes: Accounts of Women Professors in Mexico, the UK and Sweden

2021 ◽  
pp. 095001702110412
Author(s):  
Laurie Cohen ◽  
Joanne Duberley ◽  
Beatriz Adriana Bustos Torres
Keyword(s):  
Gender Equality ◽  
Lived Experiences ◽  
Ideal Type ◽  
Career Experiences ◽  
Gender Regime ◽  
Gender Regimes ◽  
The Uk ◽  
The University ◽  
Women Professors ◽  
The Ideal

This article investigates differences between statistics on gender equality in Mexico, the UK and Sweden, and similarities in women professors’ career experiences in these countries. We use Acker’s inequality regime framework, focusing on gender, to explore our data, and argue that similarities in women professors’ lived experiences are related to an image of the ideal academic. This ideal type is produced in the interplay of the university gender regime and other gender regimes, and reproduced through the process of structuration: signification, domination and legitimation. We suggest that the struggle over legitimation can also be a trigger for change.

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.

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.

The Concept

2019 ◽  
pp. 24-73
Author(s):  
K. Seeta Prabhu ◽  
Sandhya S. Iyer
Keyword(s):  
Human Development ◽  
Human Development Index ◽  
Unique Feature ◽  
Well Being ◽  
Analytical Framework ◽  
Capabilities Approach ◽  
Human Flourishing ◽  
Development Index ◽  
Factors Influencing

This chapter explains in detail the notions of ‘functionings’ and ‘capabilities’. It discusses the multi-layered phenomena of capabilities in the form of as threshold, internal, external, and complex capabilities. It analyses how they provide valuable understanding about the conversion factors that are involved in the translation of resources to capabilities and capabilities into functionings. It critically evaluates the capabilities approach and emphasises the importance of the role of endowments and entitlements as factors influencing and contributing to human flourishing and well-being. The unique feature of the chapter is the presentation of an integrated analytical framework that traces the pathways to human development through equity, sustainability, empowerment, and productivity processes. In addition, the chapter discusses the Human Development Index (HDI) and the challenges relating to its computation.

Gender and Peace Intermarriage Between Four Communes in the March of Ancona in 1306

2012 ◽  
Vol 67 (03) ◽  
pp. 453-479
Author(s):  
Didier Lett
Keyword(s):  
Social Interactions ◽  
Dominant Role ◽  
Peace Treaty ◽  
Pragmatic Approach ◽  
Relational Context ◽  
Gender Regime ◽  
Gender Regimes ◽  
March Of Ancona ◽  
The City

On February 18, 1306, the city of Camerino signed a peace treaty with three neighboring communes (Matelica, San Severino, and Fabriano). Among its provisions was a plan for a series of marriages between the inhabitants of the four communes, which would have made a group of 140 men brothers-in-law through the exchange of 140 women. Analyzing this document and its extraordinary clause—which was never enforced and did not bring hostilities to an end—, this article examines the genesis of a gender regime in a specific historical, documentary, and relational context. Adopting a pragmatic approach to gender as a means for understanding social interactions, the article analyzes the roles elite men assigned to women of their communities in reconciliation rituals, matrimonial alliances as miniature figures of peace, and the systems established to ensure the transfer of dowries and the granting of citizenship. Under such gender regimes, women served as mediators, promoting peace in their households so that it would spread throughout the entire community. They also provided dowries and citizenship to men, allowing them to maintain their dominant role in society.

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