Participation as Capacity-Building for Active Citizenship

Within the framework of the “capability approach” to human rights, this paper argues that adults who facilitate participatory planning and design with children and youth have an ethical obligation to foster young people’s capacities for active democratic citizenship. Practitioners often worry, justifiably, that if young people fail to see their ideas realized, they may become disillusioned and alienated from political life. Based on the experience of the Growing Up in Cities program of UNESCO, four rules of good practice are distilled which can help promote young people’s belief in the value of collective action, regardless of the challenges that the full implementation of their ideas may face.

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Education as investment? A comparison of the capability and social investment approaches to education policy

Social Policy and the Capability Approach ◽

10.1332/policypress/9781447341789.003.0002 ◽

2019 ◽

pp. 19-40 ◽

Cited By ~ 1

Author(s):

Jean-Michel Bonvin ◽

Francesco Laruffa

Keyword(s):

Education Policy ◽

Capability Approach ◽

Democratic Citizenship ◽

Social Investment ◽

The Social ◽

Normative Basis ◽

The One ◽

The Right ◽

The Capability Approach

This chapter compares the role of education policy in social investment and the capability approach. Based on an analysis of the document 'Rethinking Education: Investing in skills for better socio-economic outcomes' adopted by the European Commission in 2012 (and cited in the 'Social Investment Package'), we argue that the role of educational policy in social investment is mainly that of fostering the right skills for the flourishing of the economy and thus of improving people's productivity as workers. In contrast, the capability approach allows emphasizing the contribution of education not only to workers' employability but also to citizens' autonomy as well as to democratic citizenship. From this viewpoint, the capability approach could improve the normative basis of social investment, allowing to broaden the perspective on education policy beyond the one centred on human capital that currently informs social investment.

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The Capability Approach as an Alternative Framework for Higher Education Goals – Conceptual Reflections and Practical Proposals for Building Democratic Citizenship at University

Education, Welfare and the Capabilities Approach ◽

10.2307/j.ctvdf0chg.14 ◽

2010 ◽

pp. 207-228

Author(s):

Alejandra Boni ◽

J. Felix Lozano

Keyword(s):

Higher Education ◽

Capability Approach ◽

Democratic Citizenship ◽

Alternative Framework ◽

Education Goals ◽

The Capability Approach

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Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess2-2019oa8622 ◽

2020 ◽

pp. 93-102

Author(s):

Fabrizio d'Aniello

Keyword(s):

Professional Growth ◽

Capability Approach ◽

Boundary Crossing ◽

Methodological Framework ◽

Knowledge Models ◽

Internship Experience ◽

Cultural Historical Activity ◽

The University ◽

And Training ◽

The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

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NURTURING OF CHILDREN THROUGH DRAMA AND THEATRE: THE CASE OF INTWASA KOBULAWAYO PERFORMANCES

Commonwealth Youth and Development ◽

10.25159/1727-7140/1149 ◽

2016 ◽

Vol 13 (2) ◽

pp. 86-99

Author(s):

Vimbai Moreblessing Matiza

Keyword(s):

Political Development ◽

Children And Youth ◽

Main Task ◽

Growing Up ◽

Theatrical Performances ◽

History Of ◽

The One

Dramatic and theatrical performances have a long history of being used as tools to enhance development in children and youth. In pre-colonial times there were some forms of drama and theatre used by different communities in the socialisation of children. It is in the same vein that this article, through the Intwasa koBulawayo performances, seeks to evaluate how drama and theatre are used to nurture children and youth into different developmental facets of their lives. The only difference which this article will take into cognisance is that the performances are done in a different environment, which is not the one used in the pre-colonial times. Although these performances were like this, the most important factor is the idea that children and youth are socialised through these performances. It is also against this backdrop that children and youth are growing up in a globalised environment, hence the performances should accommodate people from all walks of life and teach them relevant issues pertaining to life as they live it now. Thus the main task of the article is to spell out the role of drama and theatre in the nurturing of children and youth through socio economic and political development in Intwasa koBulawayo festivals.

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