Integral Human Development via Sen’s Capability Approach and a Faith Community at the Latin American Urban Margins

2018 ◽  
Vol 15 (2) ◽  
pp. 275-315
Author(s):  
Séverine Deneulin ◽  
Keyword(s):  
Human Development ◽  
Latin American ◽  
Capability Approach ◽  
Faith Community ◽  
Sen’S Capability Approach ◽  
Integral Human Development

Gender Auditing e Approccio delle Capacitŕ: Teoria e Metodologia

2009 ◽  
pp. 125-152
Author(s):  
Diego Lanzi
Keyword(s):  
Human Development ◽  
Capability Approach ◽  
Well Being ◽  
Gender Issues ◽  
Equal Opportunities ◽  
Men And Women ◽  
Gender Empowerment ◽  
Simple Variation ◽  
The Impact ◽  
Sen’S Capability Approach

- In this paper we propose a model of Gender Auditing (GA) inspired by Amartya Sen's capability approach. The methodological and normative assumptions and features of the model are outlined in order to list the relevant dimensions of human development. Then, the paper proposes indicators and a simple variation of the Gender Empowerment Measure to evaluate the impact of public policies on gender issues of equal opportunities between men and women.JEL D63, I31, J16Keywords: Economia di Genere, Politiche Pubbliche, Capacitŕ, Well-being

Institutions as Meso-factors of Development: A Human Development Perspective

2018 ◽  
Vol 138 (1) ◽  
pp. 53-88
Author(s):  
Nadia von Jacobi
Keyword(s):  
Human Development ◽  
Capability Approach ◽  
Analytical Framework ◽  
Jel Codes ◽  
Poverty And Inequality ◽  
The Individual ◽  
Analytical Tools ◽  
Development Paradigm ◽  
Development Perspective ◽  
Sen’S Capability Approach

Abstract This study borrows from Amartya Sen’s capability approach in order to enrich the analytical tools with which to study the institutions and development link. By expanding on the theoretical notion of contextual conversion factors, I elaborate a conceptual framework with which it is possible to identify the channels through which institutions can affect development. I follow the human development paradigm for the conceptualization of development and visualize institutions as features that characterize the context within which the life of individuals is embedded. In the attempt to refrain from a onesize-fits-all logic, I concentrate on the study of institutions at a level lying in between the country (macro) and the individual (micro). Therefore, I refer to the meso level for the analysis of institutions, which implies that the framework is adequate for studying institutions at a subnational level. This study attempts to contribute to the understanding of the institutions-development link through (i) the analytical framework proposed, (ii) an extension to commonly referred-to definitions of institutions and (iii) an accurate literature review that combines approaches of development economics and of institutional analysis. A meso approach to the study of institutions is thought to contribute to a better understanding of complementarities between local state capacity and macro-level policies and to the role that institutions can play in decreasing within-country poverty and inequality. JEL Codes: O15, O17

The Burden of Antidevelopment in Sub-Saharan Africa

2021 ◽  
Vol 18 (2) ◽  
pp. 241-268
Author(s):  
Gabriel Tumba Hassan ◽  
Keyword(s):  
Human Development ◽  
Capability Approach ◽  
Well Being ◽  
Social Needs ◽  
Violent Conflict ◽  
Sub Saharan Africa ◽  
Social Teaching ◽  
Colonial Era ◽  
Sub Saharan ◽  
Sen’S Capability Approach

Despite the universal similarities of antidevelopment problems, the problems in Sub-Saharan Africa (SSA) are unique, intense, and multifaceted. They oscillate from incompetent and corrupt government plagued with violent conflict, to the lack of provision for social needs, to ethno-religious bigotry, and result in the lack of conditions and expanded opportunities for people to pursue their well-being. Though these problems have links to the colonial era, I argue, using qualitative and historical approach methods, that the bulk of them are with postcolonial and contemporary state actors; here the search for solutions must begin. I proposed a target-approach strategy that blends Amartya Sen’s capability approach and Catholic social teaching to facilitate an integral human development in SSA.

scholarly journals Education for Global Citizenship at Universities

2016 ◽  
Vol 21 (1) ◽  
pp. 22-38 ◽  
Author(s):  
Alejandra Boni ◽  
Carola Calabuig
Keyword(s):  
Latin American ◽  
Capability Approach ◽  
Global Citizenship ◽  
The Other ◽  
International Mobility ◽  
Learning Spaces ◽  
Learning Capability ◽  
Narrative Imagination ◽  
Latin American Countries ◽  
Sen’S Capability Approach

This article explores how three different learning spaces could be appropriate for developing a sense of global citizenship among university students. We draw on an interview study conducted at the Universitat Politècnica of Valencia (UPV) between 2010 and 2012. The spaces analyzed were two electives devoted to international cooperation, a mobility program that took place mainly in Latin American countries and a student-led university group. We examined the three spaces in terms of expansion of capabilities and agency related to global citizenship and cosmopolitanism using a conceptual framework that synthesizes Nussbaum’s and Sen’s capability approach with Delanty’s critical cosmopolitanism to explore the limits and potentialities of those three spaces. Although the exploratory character of our study cannot allow us to generalize our findings, what we can affirm is each of these areas has the potentiality to enhance global citizenship but with nuances, differences, and complementarities. The electives appear to be good spaces for the critical learning capability, while international mobility (Meridies) is a strong enabler for narrative imagination capabilities. Students belonging to Mueve (student led group) showed elements of these capabilities plus a very strong emphasis on agency, which does not occur in the other two learning spaces. Critical cosmopolitan process happened both in Mueve and Meridies. In the student-led group, this cosmopolitan process begins with the local, while in the internships it was the global encounter that initiates a cosmopolitan reflection.

scholarly journals Humanizing development: taking stock of Amartya Sen’s capability approach

2020 ◽  
Vol 51 (203) ◽  
Author(s):  
Pablo Garcés Velástegui
Keyword(s):  
Quality Of Life ◽  
Public Policy ◽  
United Nations ◽  
Human Development ◽  
Capability Approach ◽  
Positive Change ◽  
Desirable Outcome ◽  
A Current ◽  
Sen’S Capability Approach

Amartya Sen’s capability approach redefined development in terms of people and their quality of life. Since development suggests the idea of positive change, it highlights what is worth changing, the desirable outcome and the desirable way to achieve it. This influential framework has succeeded in engaging different disciplines in constructive debate. There is a growing, and dispersed, literature adding and critiquing it. Hence, providing a current conceptual account of the approach, on its own terms, to assess its contribution to the project it undertakes, address its alleged shortcomings, and point to avenues to further the debate seems warranted. This is particularly timely given its 30 years of influence over public policy, as evidenced by the United Nations’ Human Development Reports

Deploying Creative Thinking to Strengthen Entrepreneurial Capability Among University Students in Nigeria

2018 ◽  
Vol 8 (2) ◽  
pp. 93-108
Author(s):  
Akinjide Aboluwodi
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Creative Thinking ◽  
Capability Approach ◽  
Entrepreneurship Education ◽  
Well Being ◽  
Entrepreneurial Opportunity ◽  
Sen’S Capability Approach

Most of the students studying entrepreneurship in Nigerian universities lack entrepreneurial capability- that is, they lack the freedom to pursue and achieve entrepreneurial opportunity. Freedom is seen here in terms of those conditions that must be in place for students to be able to carry out their entrepreneurship studies. These are conditions that support the well-being of the students and may be seen as having good shelter, being well nourished, being healthy, being able to do their normal studies among others. The paper examined why the presence of these conditions is likely to assist students to improve their creative thinking and strengthen their entrepreneurial capability. It explored Amartya Sen’s Capability Approach, focusing on freedom, opportunities, and functionings to explain the required favourable conditions that make learning worthwhile for students, and how it accounts for students’ ability to strengthen their entrepreneurial capability. The paper argued for the deployment of creative thinking to strengthen entrepreneurial capability among students of entrepreneurship in universities in Nigeria. It concluded by urging universities in Nigeria to adopt relevant curriculum in addition to providing students with a decent learning environment to enable them to develop creative thinking that could be used in entrepreneurship education.

scholarly journals A Poset-Generalizability Method for Human Development Indicators

2021 ◽  
Author(s):  
Flavio Comim
Keyword(s):  
Human Development ◽  
Capability Approach ◽  
Generalizability Theory ◽  
Well Being ◽  
New Method ◽  
Subjective Well Being ◽  
Development Indicators ◽  
Development Policies ◽  
Development Analysis ◽  
The Capability Approach

AbstractThe paper introduces a poset-generalizability perspective for analysing human development indicators. It suggests a new method for identifying admissibility of different informational spaces and criteria in human development analysis. From its inception, the Capability Approach has argued for informational pluralism in normative evaluations. But in practice, it has turned its back to other (non-capability) informational spaces for being imperfect, biased or incomplete and providing a mere evidential role in normative evaluations. This paper offers the construction of a proper method to overcome this shortcoming. It combines tools from poset analysis and generalizability theory to put forward a systematic categorization of cases with different informational spaces. It provides illustrations by using key informational spaces, namely, resources, rights, subjective well-being and capabilities. The offered method is simpler and more concrete than mere human development guidelines and at the same time it avoids results based on automatic calculations. The paper concludes with implications for human development policies and an agenda for further work.

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