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Capability Approach (capability + approach)
Selected AbstractsBridging the Social and Digital Divides in Andhra Pradesh and Kerala: A Capabilities ApproachDEVELOPMENT AND CHANGE, Issue 3 2008Jayan Jose Thomas ABSTRACT Combining empirical evidence with Amartya Sen's concept of capabilities, this article argues that the digital divide is not merely a problem of access to ICTs. It is part of a larger developmental problem in which vast sections of the world's population are deprived of the capabilities to use ICTs, acquire information and convert information into useful knowledge. Fieldwork research including sample surveys conducted in rural locations in Kerala and Andhra Pradesh in India shows that these capabilities can only be created through large-scale complementary interventions in economic and social development. [source] Stages of Organizational Transformation in Transition Economies: A Dynamic Capabilities ApproachJOURNAL OF MANAGEMENT STUDIES, Issue 3 2010Sarah E. A. Dixon abstract How do organizations previously dominated by the state develop dynamic capabilities that would support their growth in a competitive market economy? We develop a theoretical framework of organizational transformation that explains the processes by which organizations learn and develop dynamic capabilities in transition economies. Specifically, the framework theorizes about the importance of, and inter-relationships between, leadership, organizational learning, dynamic capabilities, and performance over three stages of transformation. Propositions derived from this framework explain the pre-conditions enabling organizational learning, the linkages between types of learning and functions of dynamic capabilities, and the feedback from dynamic capabilities to organizational learning that allows firms in transition economies to regain their footing and build long-term competitive advantage. We focus on transition contexts, where these processes have been magnified and thus offer new insights into strategizing in radically altered environments. [source] Reconsidering the migration,development link: capability and livelihood in Filipina experiences of domestic work in ParisPOPULATION, SPACE AND PLACE (PREVIOUSLY:-INT JOURNAL OF POPULATION GEOGRAPHY), Issue 2 2009Leah Briones Abstract Drawing from the experiences of Filipina domestic workers in Paris, this paper reconsiders the migration,development relationship in order to inform current research and policy on the protection of migrant domestic workers. The paper employs Martha Nussbaum's Capabilities Approach to explicate the migrant workers' experience as dynamically produced through the interconnection of their migration with development processes. The paper shows how it is through the evaluation and promotion of migrant domestic workers' capabilities that current approaches can secure rights along with sustainable livelihood choices at the immediate, individual migrant worker level, as well as in the long term, at state and global levels. Copyright © 2009 John Wiley & Sons, Ltd. [source] Why the Capability Approach is JustifiedJOURNAL OF APPLIED PHILOSOPHY, Issue 1 2007SANDRINE BERGES abstract Sen and Nussbaum's capability approach has in the past twenty years become an increasingly popular and influential approach to issues in global justice. Its main tenet is that when assessing quality of life or asking what kind of policies will be more conducive to human development, we should look not to resources or preference satisfaction, but to what people are able to be and to do. This should then be measured against a more or less narrow conception of what any human being should be able to be and do, i.e. which functions are essentially human. To have a capability is to be able to function in that way. Thomas Pogge has recently argued that despite its many attractions, the capability approach did not present a sufficiently strong challenge to Rawlsian resourcism. In this paper, I address Pogge's criticisms of the capability approach, and I argue that from the point of view of Nussbaum's Aristotelian version of the approach, his objections are not successful. [source] Amartya Sen's Capability Approach to Education: A Critical ExplorationJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2003Madoka Saito This article examines the underexplored relationship between Amartya Sen's ,capability approach' to human well-being and education. Two roles which education might play in relation to the development of capacities are given particular attention: (i) the enhancement of capacities and opportunities and (ii) the development of judgement in relation to the appropriate exercise of capacities. [source] Gauging the societal impacts of natural disasters using a capability approachDISASTERS, Issue 3 2010Paolo Gardoni There is a widely acknowledged need for a single composite index that provides a comprehensive picture of the societal impact of disasters. A composite index combines and logically organizes important information policy-makers need to allocate resources for the recovery from natural disasters; it can also inform hazard mitigation strategies. This paper develops a Disaster Impact Index (DII) to gauge the societal impact of disasters on the basis of the changes in individuals' capabilities. The DII can be interpreted as the disaster impact per capita. Capabilities are dimensions of individual well-being and refer to the genuine opportunities individuals have to achieve valuable states and activities (such as being adequately nourished or being mobile). After discussing the steps required to construct the DII, this article computes and compares the DIIs for two earthquakes of similar magnitude in two societies at different levels of development and of two disasters (earthquake and wind storm) in the same society. [source] Why the Capability Approach is JustifiedJOURNAL OF APPLIED PHILOSOPHY, Issue 1 2007SANDRINE BERGES abstract Sen and Nussbaum's capability approach has in the past twenty years become an increasingly popular and influential approach to issues in global justice. Its main tenet is that when assessing quality of life or asking what kind of policies will be more conducive to human development, we should look not to resources or preference satisfaction, but to what people are able to be and to do. This should then be measured against a more or less narrow conception of what any human being should be able to be and do, i.e. which functions are essentially human. To have a capability is to be able to function in that way. Thomas Pogge has recently argued that despite its many attractions, the capability approach did not present a sufficiently strong challenge to Rawlsian resourcism. In this paper, I address Pogge's criticisms of the capability approach, and I argue that from the point of view of Nussbaum's Aristotelian version of the approach, his objections are not successful. [source] Valuing freedom: Sen's capability approach and poverty reduction edited by SABINA ALKIRE. (Oxford: Oxford University Press, 2002, pp.JOURNAL OF INTERNATIONAL DEVELOPMENT, Issue 5 2003No abstract is available for this article. [source] Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational NeedsJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 3 2005Lorella Terzi In her recent pamphlet Special Educational Needs: a new look (2005) Mary Warnock has called for a radical review of special needs education and a substantial reconsideration of the assumptions upon which the current educational framework is based. The latter, she maintains, is hindered by a contradiction between the intention to treat all learners as the same and that of responding adequately to the needs arising from their individual differences. The tension highlighted by Warnock, which is central to the debate in special and inclusive education, is also referred to as the ,dilemma of difference'. This consists in the seemingly unavoidable choice between, on the one hand, identifying children's differences in order to provide for them differentially, with the risk of labelling and dividing, and, on the other, accentuating the ,sameness' and offering common provision, with the risk of not making available what is relevant to, and needed by, individual children. In this paper, I argue that the capability approach developed by Amartya Sen provides an innovative and important perspective for re-examining the dilemma of difference in significant ways. In particular, I maintain that reconceptualising disability and special needs through the capability approach makes possible the overcoming of the tension at the core of the dilemma of difference, whilst at the same time inscribing the debate within an ethical, normative framework based upon justice and equality. [source] Amartya Sen's Capability Approach to Education: A Critical ExplorationJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2003Madoka Saito This article examines the underexplored relationship between Amartya Sen's ,capability approach' to human well-being and education. Two roles which education might play in relation to the development of capacities are given particular attention: (i) the enhancement of capacities and opportunities and (ii) the development of judgement in relation to the appropriate exercise of capacities. [source] | ||||||||||