Putting Nussbaum's Capability Approach to Work: Re-Visiting Inclusion

Autor/inn/en	Hedge, Nicki; MacKenzie, Alison
Titel	Putting Nussbaum's Capability Approach to Work: Re-Visiting Inclusion
Quelle	In: Cambridge Journal of Education, 42 (2012) 3, S.327-344 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2012.706252
Schlagwörter	Foreign Countries; Human Dignity; Social Attitudes; Inclusion; Role; Models; Classification; Student Needs; Emotional Disturbances; Ability; Student Attitudes; Ethics; Disabilities; Social Justice; Well Being; Educational Philosophy; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Menschenwürde; Social attidude; Soziale Einstellung; Inklusion; Rollen; Analogiemodell; Classification system; Klassifikation; Klassifikationssystem; Gefühlsstörung; Fähigkeit; Fertigkeit; Schülerverhalten; Ethik; Handicap; Behinderung; Soziale Gerechtigkeit; Well-being; Wellness; Wohlbefinden; Bildungsphilosophie; Erziehungsphilosophie
Abstract	The Capabilities Approach places dignity at its core, emphasising people as ends not means who should be enabled to achieve the plans and goals they have reason to value. Focussed on the entitlement of all people to flourish and to be treated with equal respect, we argue here that this approach lends itself to a consideration of ethical issues around the nature of inclusion in education. We consider the lives of children and young people unable to flourish because of a disability, impairment or a label that assigns them to a "special" or "additional support needs" category, framing our discussion around Nussbaum's Capability Approach. We suggest this approach provides a useful addition to the theoretical repertoire required to progress inclusion and inclusive education with particular respect to issues such as justice, equality, respect and dignity and, critically, to what people are able to do and to be. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10