The Capability and Social Justice Theories: Developing a Second-Generation Model for Enhancing Epistemological Access in Flood-Prone Schools in Kenya

Gloria Erima, Felix Maringe

Abstract


This paper draws from a larger doctoral study, conducted between 2013 and 2016 in five flood-prone schools of the Budalang’i division of western Kenya. The mixed-methods study was based on empirical data drawn from twenty-three in-depth interviews from parents, senior school managers, and Sub County Education officers. Fifteen of these interviews were with males and eight with females. A questionnaire was completed by a total of 191 Standard Eight pupils, 49.2% boys and 50.8% girls across the five schools. Focus group discussions (FGDs) consisting of ten pupils from each of the five schools were also conducted. The study investigated the extent to which flood-prone schools can generate equitable epistemological access (EEA) and how they are committed to delivering a socially just educational experience. The research was embedded in the 'critical realism framework' as the overarching philosophy, premised on Sen's capability approach and Nancy Fraser's social justice framework. The two theories offer competing predications that: 1) the development of individual capabilities improves lives 2) the development of individuals should be based on a socially just approach. Findings suggested that to develop individual capabilities, schools need to embark on a socially just approach, especially to learners who are subjected to deprivation. The paper models a capabilities and social justice approach, as a substantial contribution to our understanding of the extent to which flood-prone schools of Kenya may improve individual capability development. Apart from its implications for policy, we suggest that the model should be implemented in schools to determine its efficacy.

https://doi.org/10.26803/ijlter.20.10.9


Keywords


assessment; capability approach; social justice theory; epistemological access; equity

Full Text:

PDF

References


Abdu, H., & Joshua, S. (2019). Quota system and University Admission in Nigeria: Equity Perspective. https://centrelsd.org/wpcontent/uploads/2020/07/Quota-System-and-University-Admission-in-Nigeria-Equity-Perspective-edited.pdf

Achoka, J. S. K., & Maiyo, J. (2008). Horrifying disasters in Western Kenya; Impact on education and national development. Education Research and Review, 3(3), 154-161. https://doi.org/10.5897/ERR.9000186

Alkire, S. (2013). Choosing dimensions: The capability approach and multidimensional poverty. In The many dimensions of poverty (pp. 89-119). Palgrave Macmillan, London. https://doi.org/10.1057/9780230592407_6

Alubisia, A. (2005). UPE myth or reality: A review of experiences, challenges and lessons from East Africa. OXFAM/ANCEFA, London.

Cheng, M. (2017). Reclaiming quality in higher education: a human factor approach. Quality in Higher Education, 23(2), 153-167. https://doi.org/10.1080/13538322.2017.1358954

Chudgar, A., Chandra, M., Iyengar, R., & Shanker, R. (2015). School resources and student achievement: Data from rural India. Prospects, 45(4), 515-531. https://doi.org/10.1007/s11125-015-9360-3

Du Plooy, L., & Zilindile, M. (2014). Problematising the concept epistemological access with regard to foundation phase education towards quality schooling. South African Journal of Childhood Education, 4(1), 187-201. https://scholar.google.com/citations?user=P-jQ7sIAAAAJ&hl=en

Erima, G. (2017). Epistemological access in flood-prone primary schools of Western Kenya [Doctoral dissertation, University of the Witwatersrand]. South Africa]. https://pdfroom.com/books/thesis-for-the-degree-of-doctor-of-philosophy-epistemological-access-in-flood-prone-primary/Xn2GJZX7gxV

Erima, G. (2020). The Meaning of Social justice for Rural Education: Access, Participation and Achievement. In Rurality, Social Justice and Education in Sub-Saharan Africa Volume I (pp. 151-175). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-57277-8

Evans, L. (1998). Teacher morale, job satisfaction, and motivation. Sage.

Fraser, N. (1999). Social justice in the age of identity politics: Redistribution, recognition, and participation. Culture and economy after the cultural turn, 25-52. http://www.wz-berlin.de

Fraser, N. (2009). Scales of justice: Reimagining political space in a globalizing world (Vol. 31). Columbia University Press.

Glewwe, P. (2002). Schools and skills in developing countries: education policies and socioeconomic outcomes. Journal of economic literature, 40(2), 436-482. https://doi.org/10.1257/002205102320161258

Lepianka, D. (2021). Less-standard claims to justice through the lens of media debates on minority education. Theory and Research in Education, 19(2), 127-147. https://doi.org/10.1177/14778785211028400

Levin, B. (2003). Approaches to equity in policy for lifelong learning. Education and Training Policy Division, OECD. Paris: OECD.

Leyendecker, R. W., Ottevanger, W., & van den Akker, J. (2008). Curricula, examinations, and assessment in secondary education in Sub-Saharan Africa. Africa human development series. https://doi.org/10.1596/978-0-8213-7348-4

Lezotte, L. W., & Snyder, K. M. (2011). What effective schools do: Re-envisioning the correlates. Solution Tree Press.

Maina, G. E., & Maringe, F. (2020). Epistemological Access in Disadvantaged Schools: A Case Study of Flood-Prone Rural Schools in Western Kenya. In Inclusion as Social Justice (pp. 14-35). Brill Sense. https://doi.org/10.1163/9789004434486_003

Male, T. (2006). Being an effective head teacher. SAGE.

Maringe, F. (2017). Creating Opportunities for a Socially Just Pedagogy: The Imperatives of Transformation in Post-Colonial HE Spaces. In Transforming Teaching and Learning in Higher Education (pp. 59-78). Springer International Publishing. https://doi.org/10.1007/978-3-319-46176-2_4

McLean, M., & Walker, M. (2012). The possibilities for university-based public-good professional education: a case-study from South Africa based on the ‘capability approach’. Studies in Higher Education, 37(5), 585-601. https://doi.org/10.1080/03075079.2010.531461

Masese, A., Opiyo, R., Okayo, J., & Ombui, N. M. (2012). Impact of floods on attainment of education for all (EFA) and vision 2030 in Nyando Basin. Kisumu County International Journal of Disaster Management and Risk Reduction, 4(2), 19-31.

Miletzki, J., & Broten, N. (2017). An Analysis of Amartya Sen's: Development as Freedom. Macat Library. https://doi.org/10.4324/9781912281275

Munyi, C. M., & Orodho, J. A. (2015). Wastage in schools: What are the emerging internal efficiency concerns in public primary schools in Kyeni Division, Embu County, Kenya? Developing Country Studies, 5(6), 135-146.

Nussbaum, M. C. (2001). Women and human development: The capabilities approach (Vol. 3). Cambridge University Press. https://doi.org/10.1017/CBO9780511841286

Okuom, H. A., Simatwa, E. M., Olel, M. A., & Wichenje, K. M. (2012). Assessment of factors that contribute to repetition and dropout of pupils in primary schools in flood prone areas of Nyando District, Kenya: An analytical study. Educational Research, 3(2), 190-201.

Opere, A. (2013). Floods in Kenya. In Developments in Earth Surface Processes (Vol. 16, pp. 315-330). Elsevier. https://doi.org/10.1016/B978-0-444-59559-1.00021-9

Pendlebury, S. (2009). Meaningful access to basic education. South African child gauge, 24-29.

Rawls, J. (2020). A theory of justice. Harvard university press. https://doi.org/10.4159/9780674042605

Saito, M. (2003). Amartya Sens capability approach to education: A critical exploration. Journal of philosophy of education, 37(1), 17-33. https://doi.org/10.1111/1467-9752.3701002

Sen, A. (2002). Rationality and freedom. Cambridge, MA: Harvard University Press.

Sen, A. (1999). Freedom as development. New York.

Sen, A. (2017). Collective choice and social welfare. Harvard University Press. https://doi.org/10.4159/9780674974616

Terzi, L. (2007). Capability and educational equality: The just distribution of resources to students with disabilities and special educational needs. Journal of Philosophy of Education, 41(4), 757-773. https://doi.org/10.1111/j.1467-9752.2007.00589.x

Terzi, L. (2014). Reframing inclusive education: Educational equality as capability equality. Cambridge Journal of Education, 44(4), 479-493 https://doi.org/10.1080/0305764X.2014.960911

Tikly, L., & Barrett, A. M. (2011). Social justice, capabilities and the quality of education in low income countries. International journal of educational development, 31(1), 3-14. https://doi.org/10.1016/j.ijedudev.2010.06.001

Unterhalter, E. (2007). Gender equality, education, and the capability approach. In Amartya Sen’s capability approach and social justice in education (pp. 87-107). Palgrave Macmillan, New York. https://doi.org/10.1057/9780230604810_5

UNESCO, P. (2008). UNESCO, a. Global Monitoring Report. Education for All by 2015: Will we make it?

Unicef. (2018). Learning through play: Strengthening learning through play in early childhood education programmes. LEGO FOUNDATION.

Walker, M. (2008). Human capability, mild perfectionism and thickened educational praxis. Pedagogy, Culture & Society, 16(2), 149-162. https://doi.org/10.1080/14681360802142112

Zuze, T. L. (2008). Equity and effectiveness in East African primary schools [Doctoral dissertation, University of Cape Town]. South Africa.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1004.4300&rep=rep1&type=pdf


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493