Anyone interested in the philosophy of rights, inclusion and justice from the perspective of Amartya Sen’s capability approach will find Andrea Broderick’s article interesting. In this case she is discussing the right to education. In her conclusion she says, “According to Sen, the question ‘equality of what?’ is pivotal in the search for justice. As demonstrated in this article, the capability approach inspires a four-part framework based upon justice and equality of capabilities. It advocates that social structures should respond to human diversity and allow for human flourishing”. The full title of the arricle is, Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities.
Abstract: The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level.