Analysis of Equality Policies in Education in terms of Amartya Sen’s Capacity Approach

Şermin KÜLAHOĞLU

Abstract


Socio-political quests toward the democratization of education started firstly with the demand for giving everybody the right to education; in later terms, it was demanded that the right to equal treatment, that is to say, the right to education should not be hindered by the outcomes related to their personal and familial statuses. Moreover, in the late 70’s, beyond the chance equality, restorative balance policies and attempts aiming at the equality of outcomes came to the fore.

In this study, it was examined the extent to which all these changes related to the quest for democratization in education helped A. Sen’s equality understanding focusing on capacity development and referring to real freedoms be put into practice. In the perception of equality in education, an answer was sought to the question ‘To what extent did the developments having been experienced throughout the historical process decrease inequalities in education?

A. Sen’s theory provides an appropriate theoretical framework for examining the braking processes in the source of educational inequalities. With Sen’s capacity approach, the key factors left out of evaluation on the grounds that they are not regarded as measurable variables can be included in measurable analyses.

 


Keywords


Amartya Sen; Capacity Theory; education reforms

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References


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DOI: https://doi.org/10.24106/Kefdergi.433439

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