906
Views
6
CrossRef citations to date
0
Altmetric
Articles

Distorted representations of the ‘capability approach’ in Australian school education

References

  • [ACARA] Australian Curriculum Assessment and Reporting Authority. (2012). The shape of the Australian curriculum version 3.0. Canberra: Australian Government Printer.
  • Biddington, J., Howe, B., Munro, P., & Charlesworth, S. (2012). Lives on hold: Unlocking the potential of Australia's workforce. The Report of The Independent Inquiry Into Insecure Work In Australia. Melbourne: ACTU.
  • Blackmore, J. (2010). Policy, practice and purpose in the field of education: A critical review. Critical Studies in Education, 51(1), 101–111.
  • Bourdieu, P. (1984). Distinction a social critique of the judgment of taste. Cambridge, MA: Harvard University Press.
  • Bourdieu, P. (1990). The logic of practice. London: Polity Press.
  • Brown, P., Lauder, H., & Ashton, D. (2011). The global auction the broken promises of education, jobs and incomes. Oxford: Oxford University Press.
  • Council of Australian Governments [COAG]. (2012). National partnership agreement on improving teacher quality. Canberra: Australian Government.
  • Department of Education, Employment and Workplace Relations. (2012). Australian jobs. Canberra: Australian Government. Retrieved from https://employment.gov.au/australian-jobs-publication.
  • Derry, Jan. (2013). Vygotsky philosophy and education. West Sussex: Wiley Blackwell.
  • Ditchburn, Geraldine M. (2012). The Australian curriculum: Finding the hidden narrative? Critical Studies in Education, 53(3), 347–360.
  • Flores-Crespo, P. (2007). Situating education in the human capabilities approach. In M. Walker & E. Unterhalter (Eds.), Amartya Sen's capability approach and social justice in education (pp. 45–67). New York, NY: Palgrave Macmillan.
  • Gale, T. (2006). How did we ever arrive at the conclusion that teachers are the problem? A critical reading in the discourses of Australian schooling. In B. Doecke, M. Howie, & W. Sawyer (Eds.), ‘Only connect …’: English teaching, schooling and democracy (pp. 99–119). Kent Town: AATE & Wakefield Press.
  • Gerrard, J., & Farrell, L. (2013). Remaking the professional teacher: Authority and curriculum reform. Journal of Curriculum Studies, 46 (5), 634–655.
  • Harris-Hart, C. (2010). National curriculum and federalism: The Australian experience. Journal of Educational Administration and History, 42(3), 295–313.
  • Harvey, C. W. (2010). Making hollow men. Educational Theory, 60(2), 189–201.
  • Harvey, D. (2014). Seventeen contradictions and the end of capitalism. London: Profile Books.
  • Heidegger, M. (1977). The question concerning technology and other essays. New York, NY: Harper Torchbooks.
  • Henry, D., Drysdale, P., Livingstone, C., Denton, J. W. H., de Brouwer, G., Gruen, D., & Smith, H. (2012). Australia in the Asian century white paper. Canberra: Commonwealth of Australia. Retrieved from http://www.asiaeducation.edu.au/verve/_resources/australia-in-the-asian-century-white-paper.pdf
  • Hilgers, M. (2013). Embodying neoliberalism: Thoughts and responses to critics. Social Anthropology, 21(1), 75–89.
  • Hinchliffe, G. (2007). Truth and the capability of learning. Journal of Philosophy of Education, 41(2), 221–232.
  • Hugman, R. (2012). Nussbaum's capabilities approach: Its impact on theory and practice in social development. In F. Panzironi & K. Gelber (Eds.), The capability approach: Development practice and public policy in the Asia-Pacific region (pp. 23–38). London: Routledge.
  • Lingard, B. (2011). Policy as numbers: Accounting for educational research. The Australian Educational Researcher, 38(4), 355–382.
  • Lozano Felix, J., Boni, A., Peris, J., & Aueso, A. (2012). Competencies in higher education: A critical analysis from the capabilities approach. Journal of Philosophy of Education, 46(1), 132–147.
  • Lyotard, J.-F. (1984). The postmodern condition: A report on knowledge. Manchester, UK: Manchester University Press.
  • Marginson, S. (1993). Education and public policy in Australia. Cambridge: Cambridge University Press.
  • National Educational Agreement. (2012). Council on federal financial relations. Retrieved from http://www.federalfinancialrelations.gov.au/content/npa/healthcare/national-agreement.pdf
  • Nussbaum, M. C. (1997). Capabilities and human rights. Fordham Law Review, 66, 273–300.
  • Nussbaum, M. C. (2002). Capabilities and social justice. International Studies Review, 4(2), 123–135.
  • Nussbaum, M. C. (2011). Creating capabilities: The human development approach. Cambridge, MA: Belknap Press.
  • Olssen, M. (1996). In defense of the Welfare State and of publicly provided education. Journal of Education Policy, 11(3), 337–362.
  • Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345.
  • Osberg, D., & Biesta, G. (2008). The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies, 40(3), 313–328.
  • Qizilbash, M. (2012). The capability approach: Its interpretation and ‘limitations’. In F. Panzironi & K. Gelber (Eds.), The capability approach: Development practice and public policy in the Asia-Pacific region (pp. 9–23). London: Routledge.
  • Rowlands, J., & Rawolle, S. (2013). Neoliberalism is not a theory of everything: A Bourdieuian analysis of illusion in educational research. Critical Studies in Education, 54(3), 260–272.
  • Sen, A. (2009). The idea of justice. Cambridge, MA: Belknap Press of Harvard University Press.
  • Singh P., Thomas, S., & Harris, J. (2013). Recontextualising policy discourses: A Bernsteinian perspective on policy interpretation, translation, enactment. Journal of Education Policy, 28(4), 465–480.
  • Walker, M., & Unterhalter, E. (2007). Amartya Sen's capability approach and social justice in education. New York, NY: Palgrave Macmillan.
  • Winch, C. (2013). Curriculum design and epistemic ascent. Journal of Philosophy of Education, 47(1), 128–146.
  • Yates, L. (2013). Revisiting curriculum, the numbers game and the inequality problem. Journal of Curriculum Studies, 45(1), 39–51.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.