Gonzalo Jover, Rosario González Martín and Juan Luis Fuentes
The year 2016 marked the 100th anniversary of Democracy and Education, one of John Dewey’s most widely translated and published books around the world still in the author’s…
Abstract
The year 2016 marked the 100th anniversary of Democracy and Education, one of John Dewey’s most widely translated and published books around the world still in the author’s lifetime. Nowadays, in a context in which pedagogy is bogged down in ‘economicism’ and suspicion towards any proposal that hints of value, Dewey’s ideas once again provide a ray of hope for a possible future. One of the contemporary authors that has fostered this hopeful reading of Dewey is Martha C. Nussbaum, whose appeal to bringing the humanities back to schools motivated a project on approaching the classic texts with the Information and Communication Technologies (ICTs), which we have developed during the past years with secondary education students from three schools in Santiago de Chile, Madrid and London. The project is based on an open reading of Sophocles’s Antigone through an online application that enables students from the participating schools to interact. This chapter delves deeper into the theoretical bases of the project. In the first two sections, we analyse the interpretation that Nussbaum and Dewey each made of Antigone. Then, in the third, we present the Antigone project as a learning experience promoting a creative democracy, as Dewey called it.
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This article aims to provide a response to the papers in this issue.
Abstract
Purpose
This article aims to provide a response to the papers in this issue.
Design/methodology/approach
The methodology employed is philosophical.
Findings
In her response, Nussbaum thanks the authors for their contributions and addresses their most salient arguments.
Originality/value
Nussbaum in this article responds to the papers in this issue of IJSE and addresses the authors' most salient arguments.
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Miguel Burgess Monroy, Salma Ali, Lobat Asadi, Kimberly Ann Currens, Amin Davoodi, Matthew J. Etchells, Eunhee Park, HyeSeung Lee, Shakiba Razmeh and Erin A. Singer
This chapter presents the lived experience of 10 doctoral students and recent graduates from a North American University, who like graduate students elsewhere, have faced upstream…
Abstract
This chapter presents the lived experience of 10 doctoral students and recent graduates from a North American University, who like graduate students elsewhere, have faced upstream battles against excessive faculty entitlement. The six sections of this chapter, each by different authors, explore how entitlement in the University, is experienced from different perspectives. The first four sections explore the deleterious effects of excessive faculty/teacher entitlement which can lead to competitiveness, selfishness and aggression. Section five focuses on student entitlement as experienced by an immigrant graduate teaching assistant, and section six explores how both faculty and student entitlement may be experienced at different stages of the immigrant experience. It is hoped that this chapter will create a platform with which to highlight these topics for ourselves and other doctoral students attending other universities, so that relationships and opportunities may improve for everyone.
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The paper aims to be a critical engagement with the ideas of Martha Nussbaum, as expressed in her recent book Creating Capabilities.
Abstract
Purpose
The paper aims to be a critical engagement with the ideas of Martha Nussbaum, as expressed in her recent book Creating Capabilities.
Design/methodology/approach
The author's discussion focuses on the relationship which exists between Nussbaum's capabilities approach and cosmopolitan political thought. It follows Nussbaum in making a distinction between “strong” and “weak” cosmopolitanism.
Findings
The paper maintains that, despite Nussbaum's claim that she is not a cosmopolitan thinker, it is arguable that she can be associated with a weak form of cosmopolitanism.
Originality/value
This is an original piece of work which sheds new light on the relationship which exists between the ideas of Martha Nussbaum and the cosmopolitan tradition.
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This paper aims to critically reflect on current leadership development programmes (LDPs) and their potential in addressing the issue of women’s under-representation in leadership…
Abstract
Purpose
This paper aims to critically reflect on current leadership development programmes (LDPs) and their potential in addressing the issue of women’s under-representation in leadership positions. To this end, this paper queries the current processes through which employees are selected to participate in LDPs as well as how these programmes are designed.
Design/methodology/approach
Drawing on Martha Nussbaum’s capabilities approach, this conceptual paper draws attention to the pitfalls of current organisational practices aimed at women’s leadership development.
Findings
The introduction of gender quotas and the implementation of women-only LDPs are unlikely to address the persistent gender leadership gap. Instead, these practices are likely to intensify the negative effects of second-generation gender bias and perpetuate the issue of gender inequality and inequity in the workplace.
Originality/value
This paper critiques contemporary organisational practices aimed at women’s leadership development and suggests alternative practices which are more likely to respond to the issue of women’s under-representation in leadership positions.
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The paper aims to examine Martha Nussbaum's latest theorising about the capabilities approach in relation to the “causal weight” and “texture” of the anarchical condition of the…
Abstract
Purpose
The paper aims to examine Martha Nussbaum's latest theorising about the capabilities approach in relation to the “causal weight” and “texture” of the anarchical condition of the international system.
Design/methodology/approach
The paper provides a detailed reading of Nussbaum's creating capabilities with regard to its explicit and implicit assumptions about international relations.
Findings
While the paper endorses the aims of the capabilities approach, it draws attention to the limitations of Nussbaum's engagement with the international level of world politics, including relevant international relations (IR) theory. The paper argues that a more explicit engagement with IR theory in general and the so‐called English School in particular would strengthen one of the shortcomings of Nussbaum's counter‐theory to dominant ideas in development economics.
Practical implications
The Human Development and Capability Association is committed to generating ideas to challenge dominant approaches to human development. As such, the sense of direction pointed to in the paper – identifying international relations as the priority area for research and reform – is a contribution to planning the next stage of its activities.
Originality/value
The paper focuses on the international level of world politics, and as such offers insights into what Nussbaum herself admits is an “undertheorized” dimension of the capabilities approach.
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The capability approach is a normative framework that seeks to evaluate the quality of life through the evaluation of individual freedoms. It is behind the Human Development Index…
Abstract
The capability approach is a normative framework that seeks to evaluate the quality of life through the evaluation of individual freedoms. It is behind the Human Development Index and it is increasingly applied in educational research, mostly in topics related to inequalities and curriculum development. This chapter provides an overview of the use of the capability approach in higher education. It first outlines its two versions, the evaluative version of Sen and the relational version of Nussbaum, arguing their complementary nature. Second, it points out its major critiques, namely the difficulties in its operationalisation. Finally, it reviews some examples of its application in higher education research, focusing mostly in Western-based contributions.