Right to education and “capability approach:” A new research perspective in pedagogy

Abstract

This paper examines the new pedagogical research perspectives that are related to the link between the right to education and the interpretive paradigm known as Capability Approach. The starting point is the assumption that the level of freedom of a given human community is also dependant on the relevance it attributes to human value—together with respect paid to civil, political and social rights. Given the ethical void resulted from capitalism, such approach shows the difficulties met by governments when required to satisfy the right to education. In particular, conscious parenthood is examined—because of its link to sustainable growth, which leads to the
debate on educational competences.