How do we evaluate ambiguous concepts such as wellbeing, freedom, and social justice? How do we develop policies that offer everyone the best chance to achieve what they want from life? The capability approach, a theoretical framework pioneered by the philosopher and economist Amartya Sen in the 1980s, has become an increasingly influential way to think about these issues. Wellbeing, Freedom and Social Justice: The Capability Approach Re-Examined is both an introduction to the capability approach and a thorough evaluation of the challenges and disputes that have engrossed the scholars who have developed it. Ingrid Robeyns offers her own illuminating and rigorously interdisciplinary interpretation, arguing that by appreciating the distinction between the general capability approach and more specific capability theories or applications we can create a powerful and flexible tool for use in a variety of academic disciplines and fields of policymaking. This book provides an original and comprehensive account that will appeal to scholars of the capability approach, new readers looking for an interdisciplinary introduction, and those interested in theories of justice, human rights, basic needs, and the human development approach.

UPDATED AND EXPANDED EDITION Teachers want to do their best for every child, but worry about causing offense and often shy away from troublesome issues. The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works. Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD. The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society.

Restorative justice represents “a paradigm shift in the way Americans conceptualize and administer punishment,” says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, Justice on Both Sides, provides an urgently needed, comprehensive account of the value of restorative justice and how contemporary schools can implement effective practices to address inequalities associated with race, class, and gender. Winn, a restorative justice practitioner and scholar, draws on her extensive experience as a coach to school leaders and teachers to show how indispensable restorative justice is in understanding and addressing the educational needs of students, particularly disadvantaged youth. Justice on Both Sides makes a major contribution by demonstrating how this actually works in schools and how it can be integrated into a range of educational settings. It also emphasizes how language and labeling must be addressed in any fruitful restorative effort. Ultimately, Winn makes the case for restorative justice as a crucial answer, at least in part, to the unequal practices and opportunities in American schools.

In today's society, the public perception of crime has been skewed by how the media depicts it. People use the media for enjoyment, companionship, surveillance, and interpretation. The problem is that it becomes hard to separate fact from entertainment. This raises several questions. How are we consuming media? Are we consuming reality within the news? And are we consuming harmless pleasure from entertainment media? In Crime, Media, and Reality: Examining Mixed Messages about Crime and Justice in Popular Media, Venessa Garcia and Samantha Garcia Arkerson focus predominantly on the social constructions of crime and justice and how we absorb them. They look at the influence of crime news and true crime television series that prevent the public from understanding pure entertainment from the realities of crime and justice. They bring to light the social science knowledge missed by media "infotainment," which has blurred the line between information and entertainment. Throughout, all different forms of media are discussed, news media, crime dramas and true crime television series. In doing so, they keep all of its fascinating coverage while uncovering the reality of crime and justice. This book adds significant information to the constructs held by the general public by placing media depictions into historical, legal, and social context.

Challenging the assumptions of modern political and legal philosophy, this book presents a historical account of the development of thinking about justice and political obligations. It argues against the modern fixation with the state, and for a return to traditional conceptions of political community and the law.

The capability approach developed by Nobel Laureate Amartya Sen has become an important new paradigm in thinking about development. However, despite its theoretical and philosophical attractiveness, it has been less easy to measure or to translate into policy. This volume addresses these issues in the context of poverty and justice. Part I offers a set of conceptual essays that debate the strength of the often misunderstood individual focus of the capability approach. Part II investigates the techniques by which we can measure and compare capabilities, and how we can integrate them into poverty comparisons and policy advice. Finally, Part III looks at how we can apply the capability approach to different regions and contexts. Written by a team of international scholars, The Capability Approach is a valuable resource for researchers and graduate students concerned with the debate over the value of the capability approach and its potential applications.

A critical examination of the decisions of the Supreme Court of Israel in cases relating to the Occupied Territories.

A history of our time.

Unless considered on a practical level, where a precise distribution of social goods is chosen, John Rawls’s and Gerald Cohen’s approaches to social justice cannot be complementary. Their disagreement about justice and its principles calls for a choice, which opts either for the Rawlsian theory or for the Cohenian one. What is the more plausible approach to social justice? This work compares both approaches and aims to defend Cohen’s position in the light of two considerations. It answers the philosophical question about the analysis of the idea of justice, which puts the virtue of justice in its philosophical context. It, however, presents a method everyone can apply in order to arrive at the fundamental principles of justice by employing the power of reason. An analysis of the concept of justice based on the power of reason should seek to uncover the ultimate nature of justice, which is independent of facts and of other virtues. Once exposed, the understanding of justice arrived at should inform social institutions and determine people’s daily decisions. A just society is therefore a society where just persons and just institutions exhibit the virtue of justice.