Putting Nussbaum's Capability Approach to work: re-visiting inclusion

Hedge, N. and Mackenzie, A. (2012) Putting Nussbaum's Capability Approach to work: re-visiting inclusion. Cambridge Journal of Education, 42(3), pp. 327-344. (doi:10.1080/0305764X.2012.706252)

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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.

Item Type:Articles
Keywords:inclusive education; philosophy; special education; well-being; ethics
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Mackenzie, Dr Alison and Hedge, Professor Nicki
Authors: Hedge, N., and Mackenzie, A.
Subjects:L Education > LB Theory and practice of education
College/School:College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
Research Group:Social Justice, Place and Lifelong Education
Journal Name:Cambridge Journal of Education
Publisher:Routledge: Taylor and Francis
ISSN:0305-764X
ISSN (Online):1469-3577
Published Online:03 September 2012

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