Final published version
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Knowledge, Knowers, and Capabilities
T2 - Can the Capabilities Approach Help Decolonise the Curriculum?
AU - Talbot, Daniel
PY - 2023/6/30
Y1 - 2023/6/30
N2 - The Capabilities Approach and the movement to Decolonise the Curriculum contain powerful intellectual and practical possibilities for changing the way societies conceive of education and its purpose. The former presents a bold set of educational aims offering an alternative to market-driven human capital approaches. The latter seeks to undo the legacy of colonialism that still echoes through classrooms across the world. Yet, despite potential affinities, little work exists exploring the compatibility of their respective theoretical commitments. This article argues that, behind the label Decolonise the Curriculum, lies a spectrum of approaches that, at their polar ends, risk becoming counterproductive in the search for educational justice. Articulating a version of Decolonising the Curriculum that avoids these pitfalls can be achieved through the theoretical insights of the Capabilities Approach and, in particular, the writings of its architects, Amartya Sen and Martha Nussbaum.
AB - The Capabilities Approach and the movement to Decolonise the Curriculum contain powerful intellectual and practical possibilities for changing the way societies conceive of education and its purpose. The former presents a bold set of educational aims offering an alternative to market-driven human capital approaches. The latter seeks to undo the legacy of colonialism that still echoes through classrooms across the world. Yet, despite potential affinities, little work exists exploring the compatibility of their respective theoretical commitments. This article argues that, behind the label Decolonise the Curriculum, lies a spectrum of approaches that, at their polar ends, risk becoming counterproductive in the search for educational justice. Articulating a version of Decolonising the Curriculum that avoids these pitfalls can be achieved through the theoretical insights of the Capabilities Approach and, in particular, the writings of its architects, Amartya Sen and Martha Nussbaum.
KW - Development
U2 - 10.1080/19452829.2023.2200240
DO - 10.1080/19452829.2023.2200240
M3 - Journal article
VL - 24
SP - 216
EP - 233
JO - Journal of Human Development and Capabilities
JF - Journal of Human Development and Capabilities
SN - 1945-2829
IS - 2
ER -