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Public Debate and Dialogue from a Capabilities Approach: Can it Foster Gender Justice in Education?

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  • Joan DeJaeghere

Abstract

State institutions and transnational civil society organizations play an important role in constructing the public discourses and undertaking interventions related to gender equality and education. However, interventions often directed at girls and institutional approaches aimed at securing rights to education have been limited in transforming gender injustices in other societal spaces. The capabilities approach, and particularly the concepts of public debate and dialogue, offers another approach to engage top-down institutional approaches and bottom-up initiatives in the work toward gender justice. This paper provides an analysis of how actors in an international NGO's gender and education program engage in public debate and dialogue. I draw on feminist scholars’ concepts of voice and recognition, the public sphere and ‘rational’ debate, and solidarities among transnational actors to extend how public debate and dialogue can be enacted by NGO actors to transform gender inequalities. This analysis also reveals the challenges and limits of engaging in public debate and dialogue to foster gender justice.

Suggested Citation

  • Joan DeJaeghere, 2012. "Public Debate and Dialogue from a Capabilities Approach: Can it Foster Gender Justice in Education?," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 13(3), pages 353-371, August.
    • Handle: RePEc:taf:jhudca:v:13:y:2012:i:3:p:353-371
    DOI: 10.1080/19452829.2012.679650
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    1. Alkire, Sabina, 2005. "Valuing Freedoms: Sen's Capability Approach and Poverty Reduction," OUP Catalogue, Oxford University Press, number 9780199283316.
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    Cited by:

    1. Cin, Firdevs Melis & Walker, Melanie, 2016. "Reconsidering girls’ education in Turkey from a capabilities and feminist perspective," International Journal of Educational Development, Elsevier, vol. 49(C), pages 134-143.

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