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  1. Critical Capability Pedagogies and University Education.Melanie Walker - 2010 - Educational Philosophy and Theory 42 (8):898-917.
    The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to include both intrinsic and instrumental purposes and to therefore include personal development, economic opportunities and becoming educated citizens. Core ideas from the capability approach are outlined, (...)
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  • The capability approach in practice.Ingrid Robeyns - 2006 - Journal of Political Philosophy 14 (3):351–376.
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  • Redefining disability: a rejoinder to a critique.Solveig Magnus Reindal - 2010 - Etikk I Praksis - Nordic Journal of Applied Ethics 1 (1):125-135.
    Recently, scholars have argued that disability activists' redefinition of disability' as a social problem, rather than a medical problem, is maleficent, unjust, and inconsistent. It seems that the discussion on whether disability is a medical or a social category is not settled and that disability is an essentially contested concept. However, the question is: What is the social aspect in disability? It appears that there is some confusion as to what the social is in a social definition of disability. The (...)
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  • Truth and the capability of learning.Geoffrey Hinchliffe - 2007 - Journal of Philosophy of Education 41 (2):221–232.
    This paper examines learning as a capability, taking as its starting point the work of Amartya Sen and Martha Nussbaum. The paper is concerned to highlight the relation between learning and truth, and it does so by examining the idea of a genealogy of truth and also Donald Davidson’s coherence theory. Thus the notion of truth is understood to be not only built into the capability of learning but also translated across into other capabilities.
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  • The Value of Inclusion.Franziska Felder - 2018 - Journal of Philosophy of Education 52 (1):54-70.
    In recent years inclusion has become one of the most dominant values and objectives in education. However, there is still considerable disagreement concerning the theoretical concept of inclusion and its normative implications. This article suggests an understanding of inclusion that first differentiates analytically between societal and communal forms of inclusion, and second, situates the value of inclusion in the debate around recognition and freedom. Furthermore, it connects the discussion to some dilemmas and difficulties we might face in education. The overall (...)
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  • Considering Diversity in (Special) Education: Disability, Being Someone and Existential Education.Solveig Magnus Reindal - 2021 - Studies in Philosophy and Education 40 (4):365-380.
    Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. Researchers within disability studies have been critical towards the enterprise of special education and vice versa, and the language they use is often different, as they draw on various subject fields. In this article, I bring these fields of research together and draw on research from the philosophy of education, special education and Disability Studies. My argument is that (...)
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  • The ethics of autism.Kristien Hens, Ingrid Robeyns & Katrien Schaubroeck - 2018 - Philosophy Compass 14 (1):e12559.
    The diagnosis of autism is on the rise. Autistic people, parents, professionals, and policy makers alike face important questions about the right approach toward autism. For example, there are questions about the desirability of early detection, the role and consequences of underlying cognitive theories, and whether autism is a disorder to be treated or an identity to be respected. How does the fact that autism is a heterogeneous concept affect the answers to these questions? Who has the authority or knowledge (...)
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  • The paradox of epistemic ability profiling.Ashley Taylor - 2024 - Journal of Philosophy of Education 57 (4-5):880-900.
    Intellectually disabled students face particular barriers to epistemic participation within schooling contexts. While negative forms of bias against intellectually disabled people play an important role in creating these barriers, this paper suggests that it is often because of the best intentions of educators and peers that intellectually disabled students are vulnerable to forms of epistemic injustice. The author outlines a form of epistemic injustice that operates through an educational practice widely regarded as serving the interests of intellectually disabled students. ‘Epistemic (...)
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  • Editorial.Mario Biggeri, Nicolò Bellanca & Jean-Francois Trani - 2011 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 5 (3):139-142.
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  • Philosophical Reflections on Child Poverty and Education.Lorella Terzi, Elaine Unterhalter & Judith Suissa - 2023 - Studies in Philosophy and Education 42 (1):49-63.
    The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s flourishing and a means by which children can “escape” poverty; yet on the other hand, education systems, institutions, and practices, often reflect and (...)
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  • Disabilities through the Capability Approach lens: Implications for public policies.Jean-Francois Trani, Parul Bakhshi, Nicolò Bellanca, Mario Biggeri & Francesca Marchetta - 2011 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 5 (3):143-157.
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  • Students with disabilities in initial teacher training and the dilemma of professional competence.Rosa Demo Bellacicco - 2023 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 17-1 (17-1):5-27.
    Bien que l’agenda international ait souligné la nécessité de diversifier le personnel enseignant, les recherches portant sur les étudiants en situation de handicap en formation initiale d’enseignant sont assez rares. Pourtant, la formation des enseignants est confrontée à un véritable dilemme: l’obligation de proposer des aménagements raisonnables tout en respectant un parcours de formation qui soit conforme aux standards de la profession (“dilemme de la compétence professionnelle”). Cet article propose une revue systématique concernant (1) les principales questions liées aux étudiants (...)
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  • Extending the capability paradigm to address the complexity of disability.Jean-Luc Dubois & Jean-François Trani - 2009 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 3 (3):192-218.
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  • Reconciling the capability approach and the ICF: A response.Sophie Mitra - 2014 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 8 (1):24-29.
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  • Ian Hacking, learner categories and human taxonomies.Andrew Davis - 2008 - Journal of Philosophy of Education 42 (3-4):441-455.
    I use Ian Hacking 's views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we 'make up' people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as 'dyslexic'. Claims about the 'existence' of learning disabilities cannot be given a clear, simple (...)
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  • Reconciling the capability approach and the ICF.Jerome Bickenbach - 2014 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 8 (1):10-23.
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  • Éditorial.Gérard Lavoie - 2013 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 7 (2):91-92.
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  • An extension of the capability approach: Towards a theory of dis-capability.Nicolò Bellanca, Mario Biggeri & Francesca Marchetta - 2011 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 5 (3):158-176.
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  • The conflict of the faculties: educational research, inclusion, philosophy and boundary discourses.Marianna Papastephanou - 2010 - Ethics and Education 5 (2):99-116.
    The aim of this article is to examine ways in which localized research runs the risk of becoming a boundary discourse in a negative sense. The exaggerated emphasis on immanent critique, contextualization and incommensurability may lead discourse and disciplines to an isolationist self-understanding that leaves unchallenged or even entrenches existing discursive hegemonies. Or, it may side with the kind of facile and hasty fusion of discourses and disciplines that ignores epistemic demands and concerns for validity and semantic accuracy. That is, (...)
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  • Inclusion and homophily: an argument about participatory decision-making and democratic school management.George Koutsouris - 2014 - British Journal of Educational Studies 62 (4):413-430.
    This paper reports findings from a study about school staff’s perceptions of the preferences for social interaction that young people have with similar and different others. This tension was explored empirically using scenarios of moral dilemmas to conduct in-depth semi-structured interviews with school staff from special and mainstream secondary schools. The issue was explored with reference to a tension between social inclusion, the principle of embracing difference, and homophily, the concept that similarity breeds connection. The data suggest that homophily and (...)
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  • Construction sociale de la désignation des élèves à « besoins éducatifs particuliers » : incidences sur leur scolarisation et sur la formation des enseignants.Gérard Lavoie, Serge Thomazet, Sylviane Feuilladieu, Greta Pelgrims & Serge Ebersold - 2013 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 7 (2):93-101.
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