Abstract
Education is one of the most powerful means by which to advance equality, equity, and justice, yet it is also one of the most powerful mechanisms by which inequality, inequity and injustice are reproduced. Although academics have developed various ways for understanding these phenomena, the dichotomy between agency and structuralism persists, and is often regulated by people's capabilities ‘to do and to be’, and the social and psychological constraints on agency. These shortcomings have stimulated us to reconsider their interactions. The aim is to explore how we may more insightfully understand the mechanisms that reproduce injustice and inequality in education by bringing together sociology and normative philosophy using Martha Nussbaum's Capabilities Approach and the theories of Pierre Bourdieu.
| Original language | English |
|---|---|
| Article number | 102032 |
| Journal | International Journal of Educational Research |
| Volume | 115 |
| DOIs | |
| Publication status | Published - 18 Jun 2022 |
Keywords
- Educational inequality and injustice
- Capabilities Approach
- structural constraint
- M. Nussbaum
- P. Bourdieu
Access to Document
- New insights on the persistence and reproduction of educational inequality and injustice: Towards a synthesis of Nussbaum's capabilities approach and Bourdieu's theories
Copyright 2022 the authors. This is an open access article published under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the author and source are cited.