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Reconceptualizing Educational Capabilities: A Relational Capability Theory for Redressing Inequalities

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  • Joan G. Dejaeghere

Abstract

Education is regarded as a core capability, fundamental to enhancing other capabilities and well-being. Yet education capabilities may not necessarily be agency or well-being enhancing if they do not identify and alter the forms of social relations that marginalize young people. This paper departs from a discussion of Robeyns’ [2017. Wellbeing, Freedom and Social Justice: The Capability Approach Re-Examined. Open Book Publishers] essential modules of the CA, in which she regards capabilities and functionings as value neutral. Yet, using only the essential modules of the CA can produce knowledge that may not reveal and disrupt inequalities, which are important for scholars using the CA in education. This paper discusses how postcolonial and feminist perspectives can be used to address critiques about the CA related to questions of power and the individualized and decontextualized nature of capabilities. These perspectives offer a relational analysis grounded in historical, social and economic relations that can impede a person from expanding and acting on their capabilities. The paper compares two groups of educational capabilities found in the CA scholarship and how a relational ontology can account for power constituted in social relations and structures. These two groups of educational capabilities are (1) affiliation, social networks, and recognition; and (2) critical thinking/practical reasoning; aspirations; and reimagining alternative futures.

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  • Joan G. Dejaeghere, 2020. "Reconceptualizing Educational Capabilities: A Relational Capability Theory for Redressing Inequalities," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 21(1), pages 17-35, January.
    • Handle: RePEc:taf:jhudca:v:21:y:2020:i:1:p:17-35
    DOI: 10.1080/19452829.2019.1677576
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    Cited by:

    1. Gaur, Diptanshu & Pandey, Shivendra Kumar & Sharma, Dheeraj, 2024. "Inequalities in educational achievement: Effect of individuals’ capabilities & social identity," Journal of Policy Modeling, Elsevier, vol. 46(3), pages 494-513.
    2. Wignall, Ross & Piquard, Brigitte & Joel, Emily, 2023. "Up-skilling women or de-skilling patriarchy? How TVET can drive wider gender transformation and the decent work agenda in Sub-Saharan Africa," International Journal of Educational Development, Elsevier, vol. 102(C).
    3. Ramsarup, Presha & McGrath, Simon & Lotz-Sisitka, Heila, 2023. "Reframing skills ecosystems for sustainable and just futures," International Journal of Educational Development, Elsevier, vol. 101(C).
    4. Juan Fernando Bucheli, 2024. "Exploring Domains of Quality-of-Life with Vulnerable Young People in Bogotá: A Capability Approach Perspective," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 174(3), pages 837-858, September.

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