Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30135
The Capabilities Approach as a Future Alternative to Neoliberal Higher Education in the MENA Region

Authors: Ranya Elkhayat

Abstract:

This paper aims at offering a futures study for higher education in the Middle East. Paying special attention to the negative impacts of neoliberalism, the paper will demonstrate how higher education is now commodified, corporatized and how arts and humanities are eschewed in favor of science and technology. This conceptual paper argues against the neoliberal agenda and aims at providing an alternative exemplified in the Capabilities Approach with special reference to Martha Nussbaum’s theory. The paper is divided into four main parts: the current state of higher education under neoliberal values, a prediction of the conditions of higher education in the near future, the future of higher education using the theoretical framework of the Capabilities Approach, and finally, some areas of concern regarding the approach. The implications of the study demonstrate that Nussbaum’s Capabilities Approach will ensure that the values of education are preserved while avoiding the pitfalls of neoliberalism.

Keywords: Capabilities approach, education future, higher education, MENA.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1474377

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 234

References:


[1] S. J. Ball, The Education Debate. Bristol: International Specialized Book Services, 2008.
[2] B. Santos, Interviewed by Roger Dale and Susan Robertson. Globalisation, Societies and Education, vol. 2, no. 2, pp. 117-149, 2004.
[3] H. Giroux, “Neoliberalism, corporate culture, and the promise of higher education: The university as a democratic public sphere,” Harvard Educational Review, vol. 72, no. 4, pp. 425-464, 2002, doi:10.17763/haer.72.4.0515nr62324n71p1.
[4] X. Bonal, “The neoliberal educational agenda and the legitimation crisis: Old and new state strategies,” British Journal of Sociology of Education, vol. 24, no. 2, pp. 159-175, 2003.
[5] M. A. Peters, “Educational policy futures,” Journal of Futures Studies, vol. 8, no. 1, pp. 39-52, 2003.
[6] M. Olssen, and M. A. Peters, “Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism,” Journal of Education Policy, vol. 20, no. 3, pp. 313–345, 2005, doi: 10.1080/02680930500108718.
[7] J. Ozga, “Governing education through data in England: From regulation to self-evaluation,” Journal of Education Policy, vol. 24, no. 2, pp. 149-162, 2009, doi:10.80/02680902733121.
[8] S. Marginson, “The impossibility of capitalist markets in higher education,” Journal of Education Policy, vol. 28, no. 3, pp. 353-370, 2013.
[9] J. Tilak, “Global trends in funding higher education,” International Higher Education, vol. 42, pp. 1-2, 2015.
[10] R. Dale, “Globalisation, knowledge economy and comparative education,” Comparative Education, vol. 41, no. 2, pp. 117-149, 2005, doi:10.1080/03050060500150906.
[11] OECD, The Knowledge-based Economy, Paris: Organization for Economic Co-operation and Development, 1996.
[12] M. Simon, and J. Masschelein, “The governmentalization of learning and the assemblage of a learning apparatus,” Educational Theory, vol. 58, no. 4, pp. 391-415, 2008.
[13] M. Walker, Higher Education Pedagogies: A Capabilities Approach, Maidenhead, Open University Press, 2005, p.42.
[14] M. Vaira, “Globalization and higher education organizational change: A framework for analysis,” Higher Education, vol. 48, no. 4, pp. 483–510, 2004, doi: 10.1023/b:high.0000046711.31908.e5.
[15] J. Enders, H. de Boer, and E. Weyer, “Regulatory autonomy and performance: The reform of higher education re-visited,” Higher Education Quarterly, vol. 65, no. 1, pp. 5-23, 2012, doi:10.1007/s10734-012-9578-4.
[16] S. Aronowitz, and H.A. Giroux, “The corporate university and the politics of education,” The Educational Forum, vol. 64, no. 4, pp. 332–339, 2000 doi: 10.1080/00131720008984778.
[17] Ain Shams University, Vision & mission,’ 2011. (Online) Available: http://www.asu.edu.eg/article.php?action=show&id=379#.WGTid_l9600. (Accessed: 16 -Dec- 2016).
[18] Zayed University, “Vision & mission,” 2016, (Online) Available: http://www.zu.ac.ae/main/en/_careers/working/vision.aspx. (Accessed: 16-Dec-2016).
[19] Hassan 1st University, “Le mot du president de l’universite,” 2016 (Online) Available: http://www.uh1.ac.ma/l-universite/mot-du-president. (Accessed: 16- Dec-2016).
[20] German University in Cairo, “Mission,” 2016, (Online) Available: http://www.guc.edu.eg/en/about_guc/mission.aspx. (Accessed: 12-Dec- 2016).
[21] Misr International University, “Vision & mission,” 2016 (Online) Available: http://www.miuegypt.edu.eg/about-us/vision-and-mission/ (Accessed: 16 -Dec- 2016).
[22] SIST British University in Morocco, “What do you get from SIST?” 2016. (Online) Available: http://www.sist.ac.ma/index.php/about-us/welcome-to-sist-british-university/what-do-you-get-from-sist/ (Accessed: 12-Dec.-2016).
[23] S. J. Ball, “Performativity, commodification and commitment: An i-spy guide to the neoliberal university,” British Journal of Educational Studies, vol. 60, no. 1, pp. 17–28, 2012, doi: 10.1080/00071005.2011.650940.
[24] D. Brancaleone, and S. O’Brien, “Educational commodification and the (economic) sign value of learning outcomes,” British Journal of Sociology of Education, vol. 32, no. 4, pp. 551-519, 2011. doi:10.1080/01425692.2011.578435.
[25] W. Shumar, “Global pressures, local reactions: Higher education and neo‐liberal economic policies,” International Journal of Qualitative Studies in Education, vol. 17, no. 6, pp. 823–839, 2004, doi: 10.1080/0951839042000256475.
[26] J. Knight, “Education hubs: A fad, a brand, an innovation,” Journal of Studies in International Education, vol. 15, no. 3, pp. 221-240, 2011, doi:10.1177/1028315311398046.
[27] P. G. Altbach, The international Imperative in Higher Education. Rotterdam: Sense Publishers, 2013.
[28] F. R. Campante, and D. Chor, “Why was the Arab world poised for revolution? Schooling, economic opportunities and the Arab spring,” Journal of Economic Perspectives, vol. 26, no. 2, pp. 167-188, 2012, doi:10.57/jep.26.2.167.
[29] R. Smith, “The education of autonomous citizens,” in (Ed.) Education, Autonomy and Democratic citizenship, D. Bridges, Ed., London: Routledge, pp. 127–137, 1998.
[30] C. Benard, “Fixing what’s wrong -- and building on what’s right -- with Middle East education,” SAIS Review, vol. 26, no. 2, pp. 29–45, 2006, doi: 10.1353/sais.2006.0026.
[31] M. C. Nussbaum, “Creating capabilities: The human development approach and its implementation,” Hypatia, vol. 24, no. 3, pp. 211-215, 2009.
[32] Uniarts Helsinki, Professor Martha Nussbaum: Capabilities approach and the role of public services, 2016 (Online) Available: www.youtube.com/watch?v=nBqfiPMIIBQ (Accessed: 7 Jan. 2017).
[33] M. C. Nussbaum, “Interview- Martha Nussbaum,” The Philosopher’s Magazine, no. 40, pp. 51-54, 2008, doi:10.5840/tpm200840112.
[34] I. Robeyns, “The capability approach: A theoretical survey,” Journal of Human Development, vol. 6, no. 1, pp. 93–117, 2005, doi: 10.1080/146498805200034266.
[35] J. F. Lozano, A., Boni, J. Peris, and A. Hueso, “Competencies in higher education: A critical analysis from the capabilities approach,” Journal of Philosophy of Education, vol. 46, no. 1, pp. 132-147, 2012, doi:10.111/j.1467-9752.2011.00839.x.
[36] M. C. Nussbaum, “Beyond the social contract: Capabilities and global justice,” An Olaf Palme lecture, delivered in Oxford on 19 June 2003. Oxford Development Studies, vol. 32, no. 1, pp. 3-18, 2004, doi:10.1080/130081042000184093.
[37] M. C. Nussbaum, “Capabilities as fundamental entitlements: Sen and social justice,” Feminist Economics, vol. 9 no. 2-3, pp. 33-59, 2003.
[38] I. Robeyns, “The capability approach in practice,” Journal of Political Philosophy, vol. 14, no. 3, pp. 351-376, 2006.
[39] M. Walker, “Framing social justice in education: What does the ‘capabilities’ approach offer?” British Journal of Educational Studies, vol. 51, no. 2, pp. 168-187, 2003, doi:10.1111/j.1467-8527.2003.00232.x.
[40] M. Walker, “Towards a capability-based theory of social justice for education policy-making,” Journal of Education Policy, vol. 21, no. 2, pp. 163-185, 2006, doi:10.1080/02680930500500245.
[41] H. Diab, “The future of higher education in the Middle East,” in Higher Education as a Bridge to the Future: Proceedings of the 50th Anniversary Meeting of the International Association of University Presidents, with Reflections on the Future of Higher Education. Maryland: Dr. J. Michael Adams, Maryland, Rowman & Littlefield, pp. 77-82, 2016.
[42] M. C. Nussbaum, “Education for citizenship in an era of global connection,” Studies in Philosophy and Education, vol. 21, pp. 289–303, 2002.
[43] M. C. Nussbaum, “Women’s education: A global challenge,” Signs: Journal of Women in Culture and Society, vol. 29, no. 2, pp. 325-355, 2004, doi:10.1086/378571.
[44] M.C. Nussbaum, “Education and democratic citizenship: Capabilities and quality education,” Journal of Human Development, vol. 7, no. 3, pp. 385-395, 2006, doi:10.1080/14649880600815974.
[45] M. C. Nussbaum, Not for Profit: Why Democracy Needs the Humanities, New Jersey: Princeton University Press, 2010.
[46] M. C. Nussbaum, “Capabilities, entitlements, rights: Supplementation and critique,” Journal of Human Development and Capabilities, vol. 12, no. 1, pp. 23-37, 2011, doi:10.1080/19452829.2011.541731.
[47] P. Enslin, and K. Horsthemke, “Rethinking the ‘western tradition’,” Educational Philosophy and Theory, vol. 147, no. 11, pp. 1166-1174, 2014, doi:10.1080/00131857.2014.991501.