Towards just futures: a capabilitarian approach to transforming undergraduate learning outcomes

IF 1.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Cambridge Journal of Education Pub Date : 2023-03-24 DOI:10.1080/0305764X.2023.2189227
M. Walker
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Abstract

ABSTRACT Learning outcomes are predominantly framed in narrow and measurable terms, with students as decontextualised learners. As an alternative, the paper outlines a capabilitarian approach, building a four-dimensional matrix for reconceptualising learning outcomes. It is made up of a varied, multi-dimensional set of opportunities, processes and outcomes to enable students to flourish and become people who can live fulfilling and connected lives in and beyond higher education. The matrix dimensions are made up of a capability set, corresponding functionings, material resources and conversion processes, underpinned by Constitutional and human development values. The paper draws on a project on higher education outcomes in South Africa, especially the longitudinal life history data. It makes the case for a reparative futures orientation which might dismantle the colonial-apartheid past and present, and outlines key capabilitarian concepts. The social and higher education context is sketched, followed by a focus on the capability set and what data supports its value to students.
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走向公正的未来:改变本科学习成果的能力主义方法
摘要学习成果主要以狭义和可衡量的术语来界定,学生是去文本化的学习者。作为一种替代方案,本文概述了一种能力论方法,即建立一个四维矩阵来重新定义学习结果。它由一系列多样、多维度的机会、过程和结果组成,使学生能够蓬勃发展,成为能够在高等教育内外过上充实和互联生活的人。矩阵维度由能力集、相应的功能、物质资源和转换过程组成,以宪法和人类发展价值观为基础。该论文借鉴了一个关于南非高等教育成果的项目,特别是纵向生活史数据。它提出了一个修复性的未来方向的理由,可能会废除殖民地种族隔离的过去和现在,并概述了关键的能力主义概念。概述了社会和高等教育的背景,然后重点关注能力集以及哪些数据支持其对学生的价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Cambridge Journal of Education
Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
4.30%
发文量
35
期刊介绍: Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.
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