ABSTRACT

The Capabilities Approach and the movement to Decolonise the Curriculum contain powerful intellectual and practical possibilities for changing the way societies conceive of education and its purpose. The former presents a bold set of educational aims offering an alternative to market-driven human capital approaches. The latter seeks to undo the legacy of colonialism that still echoes through classrooms across the world. Yet, despite potential affinities, little work exists exploring the compatibility of their respective theoretical commitments. This article argues that, behind the label Decolonise the Curriculum, lies a spectrum of approaches that, at their polar ends, risk becoming counterproductive in the search for educational justice. Articulating a version of Decolonising the Curriculum that avoids these pitfalls can be achieved through the theoretical insights of the Capabilities Approach and, in particular, the writings of its architects, Amartya Sen and Martha Nussbaum.

摘要

能力方法和课程去殖民化运动蕴含着强大的知识和实践可能性，可以改变社会对教育及其目的的看法。前者提出了一系列大胆的教育目标，为市场驱动的人力资本方法提供了替代方案。后者旨在消除仍在世界各地课堂上回荡的殖民主义遗产。然而，尽管存在潜在的相似性，但探索它们各自理论承诺的兼容性的工作却很少。本文认为，在“课程非殖民化”这个标签背后，存在着一系列方法，这些方法在其极端的极端情况下，有可能在追求教育正义的过程中产生适得其反的风险。