Women and Human Development: The Capabilities Approach
... Si bien Nussbaum también se preocupa por lo que una persona puede ser y hacer, su utilización de los términos difiere del de Sen. Además, Nussbaum no emplea la distinción de Sen entre bienestar y agencia y brinda razones para no hacerlo (Nussbaum 2000(Nussbaum , 2011. ...
... En (Nussbaum 2000), se precisan algunas definiciones relevantes sobre "capacidad básica", "capacidad interna" y "capacidad combinada". Respecto a la primera, consiste en la aptitud innata de los individuos que es la base necesaria para desarrollar las capacidades más avanzadas y que pertenecen a las cuestiones morales. ...
... Sen (2009) Su énfasis en la libertad democrática en sí misma, como un fenómeno basado en el grupo, desafía cualquier afirmación de que el enfoque adopta el individualismo metodológico (Sen 2002a). Nussbaum (2000) también defendió este principio, argumentando la necesidad de preservar las libertades y oportunidades para todas y cada una de las personas, tomadas una por una, respetando cada una de ellas como un fin, en lugar de simplemente como el agente o partidario de los fines de los demás. Robeyns (2005) agrega que un compromiso con el individualismo ético no es incompatible con una ontología que reconoce las conexiones entre las personas, sus relaciones sociales y su integración social. ...
El presente artículo tiene como objetivo relacionar el progreso social con el enfoque de las capacidades (EC) de Sen y Nussbaum. Para ello se examina críticamente el tipo de individualismo que adopta el EC, y se explora cómo se conceptualizó, desde la literatura académica, el papel de las estructuras sociales, los grupos e instituciones. Además, explica cómo diferentes académicos argumentaron a favor de un nuevo conjunto de capacidades que solo pueden generarse a través de la interacción social y la acción colectiva, discutiendo críticamente las limitaciones de estas nuevas capacidades y el cómo abordarlas.
... In a small qualitative study, Lister et al. interviewed 16 students who had disclosed their mental health condition about their experiences of studying at a distance learning institution . Lister et al. mapped barriers and enablers to different aspects of students' higher education experiences, drawing on the 'capabilities approach' (Nussbaum, 2000). The capabilities approach recognises the relationships between wellbeing and external capabilities, such as culture and the impact of affordances or obstacles presented by a person's environment and context (Nussbaum, 2000;Robeyns, 2005). ...
... Lister et al. mapped barriers and enablers to different aspects of students' higher education experiences, drawing on the 'capabilities approach' (Nussbaum, 2000). The capabilities approach recognises the relationships between wellbeing and external capabilities, such as culture and the impact of affordances or obstacles presented by a person's environment and context (Nussbaum, 2000;Robeyns, 2005). Later interpretations of the capabilities approach also recognise the role of internal capabilities, such as skills building, and identifying ways skills can be formed, developed, used and measured, in order to contribute to broader capability (Heckman and Corbin, 2016). ...
... This contrasts sharply with the literature, much of which focuses on skills building as a way to build resilience and manage mental health (Hewitt and Stubbs, 2017;AMOSSHE, 2018;Barrable et al., 2018;Holdsworth et al., 2018). Referring back to the capabilities approach (Nussbaum, 2000), the skills-based solutions represent building internal capabilities, while the environmental, support and skills-related solutions suggest changes that facilitate external capabilities. It appears that the broader literature in the sector is more likely to perceive solutions require effort from the students in building internal skills and resilience. ...
Student mental wellbeing is increasingly a priority for universities, and this is particularly critical in a distance learning context. Studies have found that studying, academic pressure, university culture and systems can affect students’ mental health. There are increasing calls for universities to take a compassionate, holistic approach to supporting student wellbeing, and identify the barriers that are created by university cultures, systems, pedagogies, curricula, tuition and assessment practices. This study aimed to identify barriers and enablers to student mental wellbeing in distance learning, and students’ recommendations for changes to be made. Using a student survey (N = 584), we identified that assessment and life circumstances were the most significant barriers, while the greatest enablers were building study skills, the people in students’ lives, and curriculum and module content. The study revealed significant demographic differences in how students experience barriers and enablers, and how likely they feel they are to benefit from solutions. Students with disclosed mental health difficulties were consistently more likely to experience barriers than students without a disclosure, while enablers were experienced by all demographic groups. The study concludes that assessment should be prioritised as an area for action.
... The issue features articles based on Cattaneo and Chapman's (2010) Empowerment Process Model, articulating empowerment as an iterative process whose components include personally meaningful and power-oriented goals, self-efficacy, knowledge, competence, and action, as well as Rocha's model (1997), which presents the empowerment process as a ladder moving from individual to community. Furthermore, several authors have used the capability approach (Sen, 1999;Nussbaum, 2000). It is important to note that there are some crucial points regarding the relationship between empowerment and education which the studies in this issue agree upon: 'education does not automatically or simplistically result in empowerment; empowerment is a process; it is not a linear process, direct or automatic; context matters; decontextualized numerical data, although useful in revealing patterns and trends, are inadequate for revealing the deeper and nuanced nature of empowerment processes; individual empowerment is not enough; collective engagement is also necessary; empowerment of girls and women is not just about them, but perforce involves boys and men in social change processes that implicate whole communities; it is important to consider education beyond formal schooling: informal interactional processes and multi-layered policy are also implicated' (Monkman, 2011, p. 10). ...
... In conceptualising (adult) education as a sphere of empowerment, we have drawn upon the heuristic potential of Sen's concept of conversion factors and the crucial significance of context for agency within the capability approach (Sen, 1985(Sen, , 1999Nussbaum, 2000). Conversion factors are defined as a range of factors influencing how a person can convert the characteristics of his/her available resources (initial conditions) into freedom or achievement. ...
This chapter develops a theoretical framework for conceptualising adult education’s role in individual empowerment using a capability approach perspective. It also provides empirical evidence on how adult education can contribute to individuals’ empowerment. Adult education is both a sphere of, and a factor for, empowerment. Empowerment through adult education is embedded in institutional structures and socio-cultural contexts and has both intrinsic and instrumental value; it is neither linear nor unproblematic. Adult education’s empowerment role is revealed in expanded agency; this enables individuals and social groups to gain power over their environment. Using quantitative and qualitative data, the chapter shows that participation in non-formal adult education can empower individuals, increasing their self-confidence, capacity to find employment, and to control their daily lives.
... The issue features articles based on Cattaneo and Chapman's (2010) Empowerment Process Model, articulating empowerment as an iterative process whose components include personally meaningful and power-oriented goals, self-efficacy, knowledge, competence, and action, as well as Rocha's model (1997), which presents the empowerment process as a ladder moving from individual to community. Furthermore, several authors have used the capability approach (Sen, 1999;Nussbaum, 2000). It is important to note that there are some crucial points regarding the relationship between empowerment and education which the studies in this issue agree upon: 'education does not automatically or simplistically result in empowerment; empowerment is a process; it is not a linear process, direct or automatic; context matters; decontextualized numerical data, although useful in revealing patterns and trends, are inadequate for revealing the deeper and nuanced nature of empowerment processes; individual empowerment is not enough; collective engagement is also necessary; empowerment of girls and women is not just about them, but perforce involves boys and men in social change processes that implicate whole communities; it is important to consider education beyond formal schooling: informal interactional processes and multi-layered policy are also implicated' (Monkman, 2011, p. 10). ...
... In conceptualising (adult) education as a sphere of empowerment, we have drawn upon the heuristic potential of Sen's concept of conversion factors and the crucial significance of context for agency within the capability approach (Sen, 1985(Sen, , 1999Nussbaum, 2000). Conversion factors are defined as a range of factors influencing how a person can convert the characteristics of his/her available resources (initial conditions) into freedom or achievement. ...
The body of international human rights law developed in the wake of the Second World War envisaged adults as citizens, playing an active part in society and government. The chapter explores how viewing adults as agentic citizens (yet also objects of state policy) relates to the notion of bounded agency, and summarises and discusses the implications of the Enliven project. These include the need for a rich and broad education throughout the lives of adults, the limiting effect (especially for the ‘socially excluded’) of framing the education for adults through the language of ‘markets’, the need to listen to those most excluded, the importance of work, workplaces, and labour markets to adult learning, and how organisationally stunted workplaces impoverish workers’ learning.
... 4 Such stereotypes over time and in different spaces did not allow the woman to show her true capabilities. Capabilities, from the perspective of Nussbaum [12], are constituted as "what people are truly capable of being and doing in an informed way, through an intuitive idea of a worthwhile life be lived". The role of women's capacities in inducing the development of individuals' public liberties is affirmed, enabling the creation of a political-institutional-normative environment that overcomes national, regional, religious, racial, and economic distinctions through the affirmation of female-centered human rights "in reflecting on the basic political principles that can provide the basis for a set of constitutional guarantees in all nations" [12]. ...
... Capabilities, from the perspective of Nussbaum [12], are constituted as "what people are truly capable of being and doing in an informed way, through an intuitive idea of a worthwhile life be lived". The role of women's capacities in inducing the development of individuals' public liberties is affirmed, enabling the creation of a political-institutional-normative environment that overcomes national, regional, religious, racial, and economic distinctions through the affirmation of female-centered human rights "in reflecting on the basic political principles that can provide the basis for a set of constitutional guarantees in all nations" [12]. In these terms, the effectiveness of women's capabilities and freedoms is an important factor in consolidating democratic environments. ...
The main objective of this chapter is to demonstrate the possible interrelationships between sustainable development, as a human right, and women’s economic empowerment based on the hypothesis that the aforementioned right suffers a deficit of effectiveness when faced with contexts in which the equality in labor relations is not observed. In the first part, the need for a non-rhetorical affirmation of the right to development is exposed. It follows exploring general historical issues surrounding the sexual division of labor and asserting the global need to enable women to exercise their capacities and freedoms, freeing themselves from gender stereotypes. The analysis of good practices for the induction of the right to development is carried out, with gender equity as one of its main components. Therefore, it is argued that the acceptance of women in the formal labor market and the wage parity between men and women are relevant themes to the extent that their practical implementation is hampered by a male chauvinist culture, which consequently makes the aforementioned issue a challenge.
... pero como en tantas otras realidades, no basta la igualdad de jure para que se concreten los mandatos que protegen esos derechos, sino más bien la efectividad de la ley(Álvarez y Acosta, 2021). No es objetivo de esta investigación indagar acerca de las causas de esta situación, la cual podría convertirse en una temática para un futuro análisis, sin embargo, se destaca que precisamente la configuración sociocultural patriarcal imperante en nuestra sociedad, que recrea la concepción de la superioridad del hombre sobre la mujer, masculinizando el lenguaje y los sistemas de prestigio(Serret, 2008), impide cotidianamente hacer efectivos los derechos humanos que han sido conquistados, enfrentando muchas dificultades.Debido a dicha debilidad en la aplicación de la norma, uno de los pasos paralelos o subsecuentes ha sido demandar la igualdad sustantiva o de facto, entendida como la construcción de escenarios que permitan el acceso de las mujeres a las mismas oportunidades de desarrollo que los hombres(Nussbaum, 2000), removiendo los obstáculos que lo impiden"mediante medidas estructurales, legales o de política pública" (INMUJERES-ONU MUJERES, 2019, p.2) midiendo su efectividad por los resultados alcanzados.En ese sentido, uno de los mecanismos de protección contra la violencia, opresión y dominación son los sistemas de acciones afirmativas o de discriminación positiva cuyo objetivo es otorgar trato preferencial a la desigualdad histórica y estructural, compensando la discriminación y opresión que han sufrido las mujeres y niñas, como un medio para acortar las brechas de desigualdad existentes(Young, 1990). Ejemplo de estas acciones son las cuotas de género en el terreno de la representación política, las dirigidas a incrementar el acceso de las mujeres a la educación, con becas específicas para ellas, elaboración de presupuestos con perspectiva de género, entre otras.Otro mecanismo para la protección de los derechos humanos de las mujeres y niñas contra la violencia son las Alertas de Violencia de Género contra las Mujeres (AVGM), establecidas en la Ley General de Acceso de las Mujeres a una Vida Libre de Violencia (LGAMVLV, 11 de enero de 2021). ...
El artículo tiene como objetivo describir los principales ejes normativos de la legislación internacional contra las violencias de género y su impacto en la legislación nacional en México, así como los mecanismos de protección contra la violencia estructural que padecen mujeres y niñas en el contexto nacional. La metodología de la investigación consiste en el análisis de contenido de la legislación internacional y nacional para erradicar la violencia contra las mujeres. Asimismo, con base en datos de la Encuesta Nacional sobre la Dinámica de las Relaciones en los Hogares (ENDIREH 2016) y la Encuesta Nacional de Victimización y Percepción sobre Seguridad Pública (ENVIPE 2018), se presenta evidencia empírica sobre el contexto de violencia que cotidianamente viven las mujeres en las entidades federativas de México. La investigación concluye que la legislación nacional contra las violencias de género implementada por el Estado mexicano, como respuesta a las demandas de los movimientos y organizaciones feministas, es limitada frente a las violencias de género que actualmente se vive de forma trágica en México.
... Toimintamahdollisuuksien teoria (Capabilities Approach) on taloustieteilijä Amartya Senin (1993) ja filosofi Martha Nussbaumin (2001) kehittämä teoria, jossa yksilön toimintamahdollisuudet ja niiden määrittely ovat lähtökohtana elämänlaadun arviointiin ja toisaalta sosiaalioikeuksien teoretisointiin. Nussbaum laajensi Senin teoriaa huomioimalla kulttuurin, inhimillisen toiminnan ja keskeiset toimintamahdollisuudet (Nussbaum, 2001), jotka hän kokosi kymmenkohtaiseksi listaksi ihmisarvoisen elämän ominaisuuksia (ks. Taulukko 1). ...
... Toimintamahdollisuuksien teoria (Capabilities Approach) on taloustieteilijä Amartya Senin (1993) ja filosofi Martha Nussbaumin (2001) kehittämä teoria, jossa yksilön toimintamahdollisuudet ja niiden määrittely ovat lähtökohtana elämänlaadun arviointiin ja toisaalta sosiaalioikeuksien teoretisointiin. Nussbaum laajensi Senin teoriaa huomioimalla kulttuurin, inhimillisen toiminnan ja keskeiset toimintamahdollisuudet (Nussbaum, 2001), jotka hän kokosi kymmenkohtaiseksi listaksi ihmisarvoisen elämän ominaisuuksia (ks. Taulukko 1). ...
... Según Rodríguez Miranda y Vial Cossani (2020), el IDERE LATAM se fundamenta en el concepto de desarrollo basado en la expansión de las capacidades humanas de Sen (1985de Sen ( , 1999 y Nussbaum (2000Nussbaum ( , 2006. A nivel teórico, el estudio del desarrollo regional descansa, en esencia, en los mismos fundamentos de desarrollo nacional (Salguero, 2006); por lo que, se pueden agrupar los aportes teóricos de carácter exógeno (Myrdal, 1957;Hirschman, 1958;Voigt, 1964) y endógeno (Von unen, 1826;Weber, 1909;North, 1955;Porter, 1991;y otros). ...
La presente investigación analiza las disparidades territoriales a escala interregional a través de la aproximación y construcción del Índice de Desarrollo Regional Latinoamericano (IDERE LATAM) para el caso ecuatoriano. El índice está constituido por ocho dimensiones, algunas de ellas no tradicionales, que lo destaca con respecto a otros índices. Los resultados sugieren que, a nivel global, el desarrollo es medio, medio alto y alto; específicamente, Galápagos y Azuay presentan los niveles de desarrollo más elevados. El análisis de las diferentes dimensiones permitió identificar que las brechas interregionales son marcadas en medio ambiente y bienestar y cohesión; son moderadas en economía, educación, instituciones, seguridad y género; mientras que, son reducidas en salud. En general, las provincias reflejan los mejores niveles de desarrollo en educación, salud y género. Por el contrario, los peores desempeños se localizan en economía e instituciones; ambiente también tiene un bajo desarrollo (con la excepción de Galápagos).
... Sen refused to define a core set of essential capabilities. However, Nussbaum proposes a list of ten central capabilities and argues that a basic threshold level for each is required to secure a life of dignity, and that the role of government is to ensure this threshold level for all citizens (Nussbaum, 2013b). ...
... Among others, see Braybrooke 1987;Doyal and Gough 1991: 193-304;Galtung. et al. 1980b;Marmor 2003;Miller 2002;Nussbaum 2000;Wiggins 1987;Zimmerling 1990. 12 See Pogge's analysis of whether there is (or we can lay down) a right to basic needs, meaning a right to the fulfillment of basic needs. ...
Poverty is the outcome of the unequal distribution of resources reinforced by a legal, political, economic, and cultural model and is the central expression of social injustice. The impact of economic inequality on humanity’s quality of life can be better explained from the perspective of basic needs and their ties with rights, the unequal opportunities and their connection with the degree of autonomy that situated individuals effectively enjoy, and the effectiveness of public policy and the responsibilities and duties of the governments. This article discusses the close (and not visible) ties between justice, law, and poverty, emphasizing that the current legal framework -even the human rights system- legitimizes an unequal status quo that prevents real access to and enjoyment of rights and freedoms for people living in poverty conditions. Moreover, it also endangers democratic stability.
... El común y los bienes comunes Expresiones de nuevas ciudadanías y territorialidades para la paz en Colombia de capacidades humanas que expresan su potencia de elección y sociabilidad(Nussbaum, 2000). Partiendo del enfoque de género, Federici (2010b) y el Grupo de Feminismos Desazkundea (2015) demuestran que los bienes comunes y lo común no son sostenibles sin las mujeres.Históricamente, las mujeres han sido y siguen siendo las grandes gestoras de los comunes: son lideresas de movimientos sociales de formas solidarias de subsistencia, tanto en ciudades como en el campo.Tales son los casos de las huertas urbanas en ciudades como Bissau, Kampala, Detroit y New York, así como los sistemas de crédito informales conocidos como los tontines en diferentes países de África y las ollas comunes en países suramericanos, por ejemplo, Chile y Perú(Federici, 2010a(Federici, , 2010b. ...
Presenta una investigación que explora alternativas al modelo de desarrollo imperante, buscando rastros de las opciones que se están tejiendo en las prácticas de resistencia comunitaria, así como en los caminos donde puede darse el ejercicio activo de la ciudadanía en el rescate, protección y producción de los bienes comunes en los territorios de conflicto armado en Colombia
... If someone is severely poor, it might be said that they lack all of these things. Instead, then emphasizing incomes, the capabilities approach contends that poverty is best understood in terms of what people are capable of becoming rather than their wages (Graham et al., 2012;Nussbaum, 2000). In order to sustain a minimal level of living, Bigman and Fofack (2000) describe poverty as a condition where a population or a segment of the population is only able to satisfy their basic needs, such as food, clothing, and shelter. ...
Climate change has made resilience building, food security, and poverty reduction top issues in Zimbabwe. The adverse effects of climate change on rural people are a global externality, and Zimbabwe is exposed to this problem. The consequences of climate change on agricultural output have a negative impact on rural people by reducing their income and employment, hence aggravating their food insecurity and poverty. This chapter examines three fields of study that developed independently, but are interrelated and interdependent: climate change impacts, food security, poverty reduction, and rural development. The chapter illustrates the relationship between the three themes and demonstrates how rural development obstacles are related to different stresses. In addition, it examines the institutions, organizations, and community solutions that have been implemented to offset the effects of climate change and how they might ensure rural development progress. The researchers advise that stakeholders establish sustainable solutions for adaptation and mitigation of agricultural production and socioeconomic development risk factors. Adaptation possibilities may include agricultural and educational intervention socioeconomic techniques. It concludes that institutions and government departments should devote greater resources to study on adaption strategies.
... Human development was introduced 30 years ago by the Human Development Report Office (HDRO) to improve people's capabilities to make effective choices that enable them to do things and be the person they want to be (Haq, 1995;Nussbaum, 2000;Sen, 1999). This theory was developed in the 1970s by the economist Mahbub ul Haq and improved by Amartya Sen in the capabilities approach (CA) going far beyond the view of development focused on income. ...
The policy debate on the effects of urbanization, demographic dividend and biomass energy consumption on human development in Africa has long suffered from a scarcity of empirical evidence. This study, therefore, explores the relationship between urbanization, demographic dividend, biomass energy consumption and human development (measured by the human development index, human capital, life expectancy and infant mortality) in 33 African countries between 1990 and 2019. We employ Driscoll‐Kraay, instrumental variable and the panel quantile regression methods. We find that an increase in urbanization, demographic dividend and biomass energy consumption leads to a higher level of human development. Accounting for different facets of human development such as education (human capital) and health (life expectancy and infant mortality), the results show that urbanization and biomass energy consumption improve education and health. The results also show that while demographic dividend improves education and infant mortality, its effect on life expectancy is negative and significant. These findings are robust for reliable and consistent policy directives.
... However, this legal claim did not in fact put an end to gender inequality. Therefore, as many theorists argue, the defence of women's rights today requires a complete philosophical redefinition that includes the concept of care (Okin 1998;Nussbaum 2000;Nussbaum 2007). In fact, the issue of care raises important questions regarding social justice, gender inequality and climate change. ...
This book offers philosophical and interdisciplinary insights into global climate justice with a view to climate neutrality by the middle of the twenty-first century. The first section brings together a series of introductory contributions on the state of the climate crisis, covering scientific, historical, diplomatic and philosophical dimensions. The second section focuses on the challenges of justice and responsibility to which the climate crisis exposes and will expose the global community in the coming years: on the one hand, aiming for the ambitious mitigation target of 1.5°C and, on the other hand, securing resources for adaptation and for climate-damage compensation to the most vulnerable. The third section investigates normative aspects of the transition towards a fossil-fuel free society, from the responsibility of oil companies to the gender-differentiated effects of climate change, passing through what is owed to transition losers and the legal protection of future generations
... The cluster at the top of Figure 4 is composed of nineteen references, which we divided into three smaller groups: (1) moral issues, (2) limits and criticism of economics, and (3) identity and groups. The "moral issues" group is composed of studies on freedom, equality, justice, and exploitation, such as, for example, James Griffin (1987), Ruth Sample (2003) and the behavioral economics approach of Ernst Fehr and Klaus Schmidt (1999), alternative approaches to utilitarian well-being like Sen's (1992Sen's ( , 1999Sen's ( , and 2002, Martha Nussbaum's (2000) capabilities approach, John Rawls's (1971) deontological contractualism, andRobert Nozick's (1974) libertarianism. The second group includes studies by Sen (1987), Deirdre McCloskey (2006), and George DeMartino (2011; this group defends the introduction of ethics and history into economics, as well as ethics as part of the economics profession. ...
This article is a study on the possible common theoretical approaches shared by three heterodox associations—Association for Evolutionary Economics (AFEE), Union for Radical Political Economics (URPE), and Association for Social Economics (ASE). We analyze their closeness and potentially common approaches as reported in papers published by the associations’ main journals from 2010 to 2019. Using bibliometrics, the papers are analyzed in terms of convergent issues shared by these heterodox associations. Our article concludes, first, that building alternative approaches based on a criticism of both mainstream and New Institutional Economics is a possible point of convergence for AFEE, URPE, and ASE. Second, criticism of capitalism and studies on economic development could act as a convergence point for AFEE and URPE. Third, ASE seems to be more open to heterodox approaches than AFEE and URPE, and can make room for other convergence points. However, the ASE-AFEE and ASE-URPE dyads have not yet explored such opportunities for convergence.
... In this regard, see the works ofNussbaum (2003Nussbaum ( , 2012,Sen (1985Sen ( , 2009,Reardon & Snauwaert (2011),Kant (2018Kant ( , 2019, and Popkewitz (2009), among others.3 This is the case ofReardon (2001) in Education for a Culture of Peace in a Gender Perspective. ...
We are living today in a multicultural world, surrounded by people from different backgrounds, cultures and religions. Establishing tolerance and peace has become crucial. Without these qualities, social stability and communal harmony are threatened; and acceptance of each other remains elusive. Spreading a culture of tolerance and peace is necessary to address contemporary issues of world peace, this includes reflection on the importance of refusing violence and adopting a more peaceful means for resolving disagreements and conflicts. This book, written by the world's foremost thinkers in this area, aims to increase feelings of openness and respect toward others, solidarity and sharing based on a sense of security in one's own identity and a capacity to recognize the many dimensions of being human in different cultural and social contexts.
... It is important to stress that poverty is not caused by ignorance nor by faulty cultural or personality traits that need to be corrected. Sen (1999) and Nussbaum (2001), two in uential gures in antipoverty research, assert that the structural lack of opportunities to develop capabilities is the root cause of poverty. The capabilities approach that they cofounded emphasizes creating more opportunities for all individuals. ...
SDT has much to offer international development, especially as a counterpoint to the extrinsic incentive bias and hedonic stance that are prevalent in the field. Although the number of studies is still limited, existing studies in the context of international development and poverty generally support the basic propositions of SDT, especially in regard to the satisfaction of basic psychological needs and intervention outcomes. Theoretically, SDT-based interventions should also promote eudaimonia, although empirical investigation is warranted. Research in international development could, in turn, bring about new perspectives to SDT, for example, that basic psychological need satisfaction seems to moderate the undermining effect. As international development is a field that is new to not just SDT but psychology in general, there will be many challenges in conducting research, such as the lack of valid psychometric measures and ethical guidelines.
... Según Rodríguez Miranda y Vial Cossani (2020), el IDERE LATAM se fundamenta en el concepto de desarrollo basado en la expansión de las capacidades humanas de Sen (1985de Sen ( , 1999 y Nussbaum (2000Nussbaum ( , 2006. A nivel teórico, el estudio del desarrollo regional descansa, en esencia, en los mismos fundamentos de desarrollo nacional (Salguero,2006); por lo que, se pueden agrupar los aportes teóricos de carácter exógeno (Myrdal, 1957;Hirschman 1958;Voigt 1964) y endógeno (Von unen, 1826;Weber, 1909;North 1955;Porter 1991;y otros). ...
La presente investigación analiza las disparidades territoriales a escala interregional a través de la aproximación y construcción del Índice de Desarrollo Regional Latinoamericano (IDERE LATAM) para el caso ecuatoriano. El índice está constituido por ocho dimensiones, algunas de ellas no tradicionales, que lo destaca con respecto a otros índices. Los resultados sugieren que, a nivel global, el desarrollo es medio, medio alto y alto; específicamente, Galápagos y Azuay presentan los niveles de desarrollo más elevados.
El análisis de las diferentes dimensiones permitió identificar que las brechas interregionales son marcadas en medio ambiente y bienestar y cohesión; son moderadas en economía, educación, instituciones, seguridad y género; mientras que, son reducidas en salud. En general, las provincias reflejan los mejores niveles de desarrollo en educación, salud y género. Por el contrario, los peores
desempeños se localizan en economía e instituciones; ambiente también tiene un bajo desarrollo (con la excepción de Galápagos).
Palabras clave: desarrollo, dimensiones, disparidades, regiones.
... Different measures and methodological approaches serve as sources of possible inconsistencies that often lead to incomparable, mixed or even strikingly different results (OECD, 2017). Inequality has been measured through the use of vertical inequality metrics (Atkinson & Brandolini, 2010;Niño-Zarazúa et al., 2017;Ravallion et al., 2004), horizontal inequality measures (OECD, 2018), the equality of opportunity approach (Ferreira & Peragine, 2016), the capability approach (Sen, 1985(Sen, , 1999Nussbaum, 2001), the social mobility approach (OECD, 2017) and the discriminatory norms, attitudes and practices approach (Williamson, 2000). Despite the valuable and valid conclusions that the received literature extracts, it becomes evident that such a complex and multifaceted issue, requires a more comprehensive methodological approach, capable of synthesizing inter-related and complementary elements captured through the different approaches. ...
How are the Member States performing in their challenge toward a fairer and more equal Europe? Based on the data measured by the EU Multidimensional Inequality Monitoring Framework (EU MIMF), we introduce the Multidimensional Equality Complexity Index, EU MECI, derived by structuring the EU MIMF data as a bipartite network of countries and indicators. EU MECI is defined upon the economic complexity methodology, exploiting the network’s centrality metrics to calculate aggregate scores of the capacity of Member States to ‘build a Union of equality’.
... To answer such a question, we need a theory of what is of ultimate value to people. This is a question asked at least since Aristotle (2012), in the Nicomachean Ethics, aimed to identify the nature of eudaimonia, with some philosophers defending hedonism or desire satisfactionism, while others provide lists of various objective goods (see Griffin, 1988;Haybron, 2008), such as Ross's (1930) list of four intrinsic goods or Nussbaum's (2001) list of capabilities. Given the long tradition providing a rich literature with several competing theories, settling the question of what is objectively good for humans goes beyond the scope of the present article. ...
Most normative accounts of meaningful work have focused on the value of autonomy and capability for self-development. Here, I will propose that contribution–having a positive impact on others through one’s work–is another central dimension of meaningful work. Being able to contribute through one’s work should be recognized as one of the key axiological values that work can serve, providing one independent justification for why work is valuable and worth doing. Conversely, I argue that having to do work that has no positive impact, or where one is separated from such impact, is an underrecognized type of alienation. Such alienation as pointlessness can be as harmful as the more recognized types of alienation such as powerlessness. Recognizing contribution as a core dimension of meaningful work is compatible with both subjectivist and objectivist accounts of meaningfulness, but I come to support a mixed view where the subjective sense of contributing must be sufficiently warranted by the facts of the situation. Recognizing the inescapable interest humans have for being able to contribute and engage in work that is not pointless has implications for the duties societies, organizations, and individuals have as regards ensuring that work conducted includes a recognizable positive impact. Along with autonomy and self-development, contribution should thus be seen as an independent axiological value that work can serve, its frustration being associated with a specific type of alienation, and it itself playing a key role in what makes work valuable and meaningful.
... If one takes a broad view of human development which incorporates a concern for justice, clearly the human development paradigm has more to offer as regards some standard concerns relating to disability. Indeed, both rights and participation have been central to advocacy relating to disability, and the human development literature has extensively engaged with each of these (UNDP, 1993 and2000;and Nussbaum, 2000 inter alia). Ironically, it is precisely because some previous Human Development Reports do engage with these ideas that Carolyn Baylies (Baylies, 2002, p. 731-2) articulates a certain disappointment that the issue of disability has not received more attention in previous Reports -for example in the 2000 Human Development Report which is centrally concerned with rights. 1 Baylies also articulates a concern about one specific version of the capability approach -Martha Nussbaum's -which involves a specific list of capabilities. ...
... Also, it is obvious that what at first sight appears as a simple and unequivocal concept of well-being spans a multitude of concepts with different meanings. Just think about how positive definitions of well-being have existed all the way back from William James (1902)(1903)(1904)(1905)(1906)(1907)(1908)(1909)(1910), who described positive mind-cure, and now include such concepts as: happiness, robustness, comfort and quality of life [8,9,[30][31][32]. This article accentuates two well-being discourses (health and learning-oriented), but, as demonstrated, well-being is a complex concept with many and far-reaching definitions. ...
The article offers a new contribution to an existing discussion about well-being in defining the difference between a public health discourse and a pedagogical discourse, and the difference between a causal logical and a reflectivity paradigm, build on empirical informed theoretical analysis. The principal conclusion is: If efforts to promote well-being can be seen as a cross-professional responsibility, it is crucial that the relevant professionals meet across these well-being discourses, that children and young people’s well-being is viewed as a complex matter and challenge, and that professionals are challenged on their understanding, and capable of meeting different expectations, of well-being.
This chapter explores some of the urban conditions that can impact violence against women levels the Latin American and Caribbean cities. After delving more deeply into the connection between urban violence in general and the dynamics of violence against women, it focuses on how the latter unfolds in the different urban spaces, distinguishing between the private and the public realms of the urban space. The chapter also offers a review of some of the most common ways, in which urban policies have tackled gender violence in cities and offer some guidelines for how to develop urban policies that support gender equality. It highlights how there is a tendency to support policies that address the outcomes rather than the causes of gender inequality, whether in the household or the city. These policies tend to revolve around seeing women as victims and segregating women and men, without addressing the problem of abusive men and violence in society. It calls for urban planning practitioners and policymakers to internalize the notion that preventing violence against women is the first step in producing equitable cities.KeywordsInequalityGenderViolenceCities
In this chapter, the contributions by Piketty, Nussbaum, and Morin are explored to highlight the relevance of the cognitive and soft dimensions (environmental, social, cultural, and relational) in determining the personal, collective, and institutional action, leading not always towards rationality of purpose, of a utilitarian type, but also towards goals of an ideal, emotional, or value-sharing type. The understanding of the development of capitalism in the twenty-first century need to be sought no longer in analyses of the economic and structural dimension alone, but in the socio-cultural and relational sphere, as well as in the dissemination of knowledge among large sections of the population.
The prevalence of intimate partner violence ( IPV ) among women remains high around the world. Cash transfers ( CT s) are one potential avenue that can be used to reduce violence through women’s empowerment. The present study uses a mixed method, where both quantitative and qualitative data were collected and analyzed to compare the difference in the prevalence of IPV between CT recipients and non-recipients of CT s and among different categories of CT s. For quantitative data, a single difference estimation of the end-line cross-section data was used to assess the impact of Tanzania’s CT s on IPV . Results show that CT s have no impact on different forms of IPV , except a negligible impact in reducing physical violence. Moreover, thematic analysis of qualitative data suggests that cultural norms that subordinate women to men irrespective of women’s socioeconomic status are the channels through which IPV is perpetuated in Tanzania. Therefore, we recommend that CT s be designed in a manner that progressively transforms power relations in Tanzania. This would necessarily include having tailor-made gender training programs; promoting efforts that seek to reform the legal framework that preserves masculine culture in Tanzania’s society as well as improving the functioning of police-based gender desks and social work departments across the country.
Le débat relatif à l'impact de la croissance économique sur les inégalités de revenus demeure dominé par des argumentations empiriques. Il ne fournit donc pas suffisamment d'argumentaires théoriques susceptibles de trancher et d'appréhender les caractéristiques d'un développement économique réducteur des inégalités de revenus. Pour ce faire, ce papier a construit un modèle d'analyse de l'impact de la croissance économique sur les inégalités de revenus. Plusieurs enseignements ont été mis en évidence : (i) toute distribution de revenus peut être transformée, sans changement au sens de l'ordre total, en une distribution de revenus entre deux individus ; (ii) l'impact de la croissance économique sur les inégalités de revenus peut être positif ou négatif selon la convexité de la courbe des distributions de revenus ; (iii) le développement économique s'accompagne d'une réduction des inégalités de revenus si et seulement si la « vitesse » de renforcement des capabilités des pauvres à générer des revenus est supérieure à celle des non pauvres. Ainsi, améliorer les conditions de vie des pauvres à travers des actions modestement ambitieuses d'empowerment ne permet pas de réduire les inégalités de revenus. Pour espérer réduire la pauvreté et les inégalités de revenus, les politiques de développement doivent être davantage engagées à accélérer le renforcement des capabilités des pauvres, tout en minimisant tous les facteurs qui constituent un frein à leur empowerment à générer des revenus, notamment la corruption, l'instabilité politique, l'insécurité et les discriminations de genre.
11.1 Approccio delle capacitazioni come nuovo paradigma formativo europeo
Tutti i paradigmi della conoscenza tendono a produrre "verità universali" e a pro-porre, alle comunità umane, i propri modelli come universali. Questo ha fatto per secoli l'Europa, senza tuttavia confrontarsi col fatto che l'era delle verità uni-versali è da tempo tramontata. Etienne Balibar (1988). propone l'idea di universali multipli e alternativi (e, aggiungerei, interconnessi). Anche in quest'ultima acce-zione, nell'organizzare la trasmissione delle conoscenze e dei loro contenuti, nel decidere chi può o non può accedere alla conoscenza (e a quale tipo di cono-scenza), nel dettare o finanziare parti della ricerca, l'Europa mantiene una propria egemonia epistemica che è assai più ampia della sola sfera della conoscenza o del-l'istruzione e si estende alle sfere sociali, politiche, economiche e di altro tipo. La conoscenza egemonica che ne deriva influenza anche le relazioni internazionali, producendo l'estensione di un tipo o costruzione di conoscenza su altre culture continentali, considerate minoritarie. Oggi, tuttavia, sappiamo che nessuna prospettiva di conoscenza è completa, nessuna epistemologia, sono tutte reciprocamente incomplete e relazionali, quindi, complementari e valide solo a determinate condizioni. Non esiste una co-noscenza onnicomprensiva: nel pensiero relazionale c'è necessariamente qualche spostamento della conoscenza e qualche ibridazione culturale. Tale è anche il caso dei saperi europei, che, in passato, l'Occidente è riuscito a imporre alla maggior parte del mondo come dominante ed egemonico. (Ivekovi , 2022). Questo è il motivo per cui, in ambito europeo educativo-formativo, dobbiamo considerare non solo nuove agenzie o soggetti politici plurali emergenti, non solo...
Can health economics be both more conservative and more radical than it seems at first sight? The answer is yes, once one recognises how diverse the discipline really is. Rational choice tends to dominate economic thinking, but there are alternative schools of thought, as well as differences in perspective even among economists who identify with the mainstream. Different schools of thought adhere to different sets of principles. These shape the economist’s view of the value of health promotion, determine what costs and benefits will be included in an evaluation and influence the conclusions that will be drawn and the advice that will be passed on to decision-makers. The differences and debates among the various schools of economic thought may appear rather abstract at times, but if health economists are to be held to account for the results of their work, then it is essential that health promotion practitioners and researchers are familiar with the arguments. To that end, we describe four contested views, summarising the essential principles on which each is based, and discussing the impact these principles have on each perspective’s appreciation of the role and value of health promotion.
This chapter explores understandings of gender-based exclusionary practices in Turkish educational settings and illustrates the theme of the “everydayness” of such practices through empirical studies from Turkey. A social domain theory is introduced that explains how children and young people evaluate gender-based exclusionary attitudes and practices, and suggestions are made about how teachers and schools can help to challenge gender-based discrimination and stigmatisation. It is also argued that national education policy related to inclusion is too narrowly focused and its scope should be widened to include sexual minorities and gender-based discrimination and exclusion.
This book is wholly a collective venture. The aims to publish this book are
bringing Scientists, Engineers, Academicians, Researchers and Professionals to
exchange and share most recent Theory, Perspectives and Practices across
Disciplines. Book is to allow share the ideas and promote the Theory,
Perspectives and Practices in Science, Technology, Humanities, and Commerce
& Management. To provide a premier interdisciplinary forum for Scientists,
Engineers, Academicians, Researchers and Professionals to navigate the future
research for better mankind. The book aims to provide a forum for the exchange
of ideas on the Global Issues in Multidisciplinary Academic Research during
recent times. The book aims to provide a common platform for researchers from
the Academia as well as the Industry to publish their research work.
Felwine Sarr, Professor of Economics in Senegal, describes in Afrotopia a way Africa could overcome its perceived mental and cultural dependence on the West. This way is described as Africa’s “de-westernization,” or as the expulsion of the West from Africa’s “collective imaginary”. According to Sarr, it is the duty of African philosophers, social scientists and economists to pave the way by de-westernizing epistemology, social science and economics and renovating these fields in an African way. This research program has important consequences for the universities in Africa, given their colonial legacy. Instead of only reforming them, Sarr believes they must be completely abolished, before the foundation for a truly new African university can be laid.
Introduction: Spatial justice is pursued in two main approaches of spatial distribution and decision-making processes. In the first approach, the most important issue for researchers is access to transportation. Accessibility is a very important concept; because it connects the consequences of transportation and other dimensions of planning like an axis. The multidimensionality of its accessibility indicates the complexity of its concept, and on the other hand, the conceptualization complicates its relationship with spatial justice. A relationship that has attracted a lot of attention in the background of research and applied studies with emphasis on analysis methods, but the necessary emphasis on the theoretical and philosophical foundations of theoretical approaches has not been much considered by researchers. This has led to two types of issues: extreme specialization and lack of attention to the interdisciplinary nature of the relationship between justice and accessibility, or excessive simplification with a binary perspective on accessibility. In this research, this relationship has been tried to be conceptualized according to theoretical and philosophical foundations in the theoretical literature. The purpose of this study is to discover and describe the relationship between access to transportation and spatial justice, in line with which the following questions have been posed: How have the theoretical approaches in this field evolved over the past few decades? What are the differences between the theoretical approaches in this field and what are their basic principles? How is the relationship between access to the transport network and spatial justice conceptualized? Methodology: The present study is in the field of interpretive-constructive paradigm and is of fundamental type. Basic text data, which includes scientific-research articles, conferences, books, documents, and documents, have been purposefully collected from databases before 2019 and have been analyzed by the genealogical analysis method. The method of genealogical analysis based on a search in historical texts is with attention and emphasis on the present, not the past; because it seeks to find the history of how the phenomenon became a contemporary subject. Results: The research findings show that the time course of theoretical approaches can be classified into three time periods; In the first period, access is related to justice through the concept of social inclusion, but in the second period, they distribute infrastructure by horizontal and vertical equity in the content approach, and finally in the third period, a procedural approach is formed by criticizing the philosophical foundations of the content approach. The principles of the content approach can be considered as utilitarianism, egalitarianism, Rawlsian principle, minimum floor, maximum interval, and equal quotas; While Martens in his theory considers the principles of need, maximum maximization, and sufficiency. In the content
This paper adopts a standard ‘capability approach’ to analyse individual well-being in Gauteng province of South Africa. The analysis is based on eight capabilities namely; ‘play’, ‘emotions’, ‘other species’, ‘affiliation’, ‘bodily health’, ‘bodily integrity’, ‘senses, imagination and thought’ and ‘control over one’s environment’. Data for analysis came from the Gauteng City-Region Observatory Quality of Life Survey IV-2015/16. A Multiple Correspondence Analysis was employed to generate an index for each capability. Each index is based on individual ‘functionings’ that deliberately cover both ‘hard’ and ‘soft’ indicators of well-being undergirded by assumptions of aspirations and freedom. Results show that capability achievements vary across race, age and gender, confirming the typical South African scenario of inequality. However, we observe broader levels of deprivation that are otherwise masked in earlier studies based only on objective dimensions.
JEL Classification C18 I32
Resilienz wird in der Psychologie und Sozialpädagogik häufig als positiv angesehen. In der Armutsbekämpfung ist diese Sichtweise durchaus nachvollziehbar, insbesondere in der Prävention von Kinderarmut: wenn Resilienz das ist, was ein Kind in die Lage versetzt, die Risiken und negativen Folgen von Armut besser zu bewältigen, scheint es sinnvoll, diese Fähigkeit bei Kindern zu fördern. Mein Beitrag befürwortet diesen Befund, plädiert aber dafür, dass die Resilienzdebatte der Untermauerung durch Argumente aus der praktischen Philosophie bedarf, da das, was häufig als Resilienz bezeichnet wird, nicht immer positiv zu bewerten ist. Ziel meines Beitrags ist es, den Resilienzdiskurs im Rahmen der Kinderarmutsbekämpfung in einer normativen Theorie zu verankern: im Capability Ansatz von Amartya Sen. Resilienz wird damit, so meine These, zu einem fundamental normativen Begriff. Mein Beitrag gliedert sich in drei Teile: Zuerst wird auf die Grundideen des CA und die Stellung von Kindheit darin eingegangen. Im zweiten Teil wird der Resilienzbegriff im Kontext von Kinderarmutsprävention charakterisiert. Der dritte Teil widmet sich den Verbindungslinien zwischen der Resilienzdiskussion und dem CA. Leitgedanke ist dabei, dass der CA die menschliche Handlungsfähigkeit als normativ grundlegend auszeichnet. Auf dieser Basis lässt sich überzeugend beurteilen, warum Armut bei Kindern höchst problematisch ist und welches Ziel in der Resilienzförderung verfolgt werden soll. Wie ich argumentieren werde, ist die Bereitstellung von capabilities auch die gerechtigkeitstheoretische Basis von Resilienzförderung in der Praxis. Der Beitrag schließt mit Impulsen, welche, so meine Hoffnung, für eine weitere Diskussion der Normativität von Resilienz dienlich sein können.
Dieser Beitrag fokussiert auf Familien, in denen ein Elternteil ohne Partner*in mit einem oder mehreren Kindern zusammenlebt. Diese Familien erleben zahlreiche Belastungen wie Armutsgefährdung und Vereinbarkeitsprobleme, die sich negativ auf Wohlbefinden und Gesundheit auswirken können. Trotz veränderter Sorgemodelle trägt ein Großteil der Alleinerziehenden die überwiegende Alleinverantwortung für ihre Kinder. Die Einstellungen zu Ein-Eltern-Familien sind nach wie vor von normativen Vorurteilen geprägt, auch wenn die Akzeptanz gestiegen ist.
This chapter provides a survey of literature on sex work. Long standing debates on sex work range across disciplines with questions on how to name the profession, how to regulate it, and whether the profession should be criminalized. Much of the debates have philosophical roots on questions of morality of the occupation and objectification of the body and underlie empirical and policy research in sex work. The question of morality, especially in the context of purchased sex as opposed to “free” sex or sex within marriage, has been amply discussed in the literature with questions arising because of the binary distinction between purchasable sex and sex within marriage. These moral standpoints often influence the legislative frameworks within which sex work is located with different countries following prohibitionist, regulatory, or abolitionist frameworks on the profession. Research from different countries across the world suggests that the market for sex work differs both in developed and developing countries according to how the trade is regulated and that various factors affect labor market outcomes for sex workers. Notably, how stigmatized the trade is affects the agency of sex workers, thereby affecting their earnings and how susceptible they are to violence in the trade.
Celem artykułu jest przedstawienie i analiza podstawowych elementów programu kształcenia ogólnego autorstwa Marthy C. Nussbaum. Koncepcja edukacji, zaproponowana przez tę amerykańską badaczkę, oparta jest na dwóch podstawowych filarach: 1. Kształcenie w duchu sokratejskim i 2. Kształcenie dla światowego obywatelstwa. Nussbaum opisuje „cichy kryzys” współczesnej edukacji, którego konsekwencją jest brak umiejętności logicznej argumentacji oraz niezachęcanie do samodzielnego myślenia osób młodych. Program kształcenia ogólnego w ujęciu Nussbaum ma być swoistym remedium na współczesny kryzys nauk humanistycznych. Ostatnia część artykułu to analiza krytyczna koncepcji edukacji Marthy Nussbaum.
ResearchGate has not been able to resolve any references for this publication.