https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Women and human development: the capabilities approach

Women and Human Development. Martha C. Nussbaum. New York: Cambridge University Press, 2000, 303 pp.

Women and Human Development.

Será que a desigualdade de rendimentos aumentou durante os últimos tempos? Quem ganhou e quem perdeu neste processo? Este processo afectou todos os países da OCDE uniformemente? Em que medida é que maiores desigualdades de rendimentos são a consequência de maiores diferenças nos rendimentos dos trabalhadores e até que ponto são afectados por outros factores? Finalmente, como é que a redistribuição governamental através do sistema de benefícios fiscais afecta estas tendências?

Book Review: OECD, Growing Unequal? Income Distribution and Poverty in OECD Countries:

Sources of the Self

In der 2. World Vision Kinderstudie 2010, herausgegeben vom World Vision Institut fur Forschung und Innovation, hat sich das renommierte Team um Prof. Klaus Hurrelmann (Hertie School of Governance, Berlin), Prof. Sabine Andresen (Universitat Bielefeld) und Ulrich Schneekloth (TNS Infratest Sozialforschung, Munchen) nun erfolgreich der Herausforderung gestellt, das Befragungsalter der Kinder auf 6 Jahre herabzusetzen. Somit ist es gelungen, wissenschaftliche Erkenntnisse uber das Wohlbefinden unserer Jungsten zu erlangen und Ruckschlusse uber die soziookonomischen Einflusse auf die Entwicklung der Kinder und deren Sicht auf ihre Lebenswelten zu ziehen. (Verlagsangabe)

Kinder in Deutschland 2010: 2. World Vision Kinderstudie

Introduction - Sabine Andresen, Isabell Diehm, Uwe Sander, and Holger Ziegler.- Part I Children and the Good Life: Theoretical Challenges - Susann Fegter, Claudia Machtold and Martins Richter.- Modern Children and Their Well-Being: Dismantling an Ideal - Tanja Betz.- Children, the Feminist Ethic of Care and Childhood Studies: Is This theWay to the Good Life? - Tom Cockburn.- Childhood Welfare and the Rights of Children - Lourdes Gaitan Munoz.- Children and Their Needs - Sabine Andresen and Stefanie Albus.- Part II The Capability Approach and Research on Children - Zoe Clark and Franziska Eisenhuth.- The Capability Approach and Research on Children: Capability Approach and Children's Issues - Mario Biggeri, Jerome Ballet, and Flavio Comim.- Subjective Well-Being and Capabilities: Views on theWell-Being of Young Persons - Holger Ziegler.- Language Education-For the "Good Life"? - Isabell Diehm and Veronika Magyar-Haas.- Part III Children's Perspectives: Methodological Critiques and Empirical Studies - Christine Hunner-Kreisel and Melanie Kuhn.- Biographical Research in Childhood Studies: Exploring Children's Voices from a Pedagogical Perspective - Gonzalo Jover and Bianca Thoilliez.- Researching Identities, Difference, Subjectivities and Social Relations in Childhood Within Multi-ethnic Infant and Primary School Settings - Cecile Wright.- Childhood Studies in Turkey - Akile Gursoy.- Part IV Structural Conditions and Children in Different National Contexts - Tim Kohler and Uwe Sander.- Child Poverty-Social and Economic Policy for Children - Antje Richter-Kornweitz.- Well-Being of Children in Turkey - Didem Gurses.- Roma Children and Social Exclusion in Lithuania: Sociological Approach to Human Development - Tadas Leoncikas and Vida Beresneviciute

Children and the good life : new challenges for research on children

The Capabilities Approach as an educational point of view A basic argument of our paper is that the capabilities approach elaborates an educational perspective. It contains a conception of justice based on considerations which come close to the German notion of Bildung.

Bildung as Human Development: An educational view on the Capabilities Approach

Schwerpunkt Gerechtigkeit

Neben den bewahrten Themen Familie, Schule, Freunde und Freizeit ist das Schwerpunktthema der World Vision Kinderstudie 2013 das Thema Gerechtigkeit. Die Kinder wurden befragt, was Gerechtigkeit fur sie uberhaupt ist und ob und wo sie sich gerecht oder ungerecht behandelt fuhlen. Erhoben wurden die Antworten zum einen wieder uber eine quantitative Studie, bei der die Kinder von Interviewerinnen und Interviewern einen Fragebogen mit 60 Fragen vorgelegt bekamen, den sie in etwa 30 Minuten beantworteten. Dies ist der erste Teil der Studie. Zum anderen gab es wieder einen qualitativen Teil, in dem 12 Kinder in Tiefeninterviews und mit kindgerechten Methoden zu ihren Lebenswelten befragt wurden. Daraus entstanden 12 Kinderportrats, die den zweiten Teil der Studie fullen.
(Verlagsangabe)

Kinder in Deutschland 2013: 3. World Vision Kinderstudie

/pdf/kinder-kindheiten-konstruktionen-56s84ow3vx.pdf

Kinder, Kindheiten, Konstruktionen

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Sabine Andresen

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