'Delivering' education; maintaining inequality. The case of children with disabilities in Afghanistan

Cambridge Journal of Education

Volumn 42, Issue 3, 2012, Pages 345-365

  Trani, Jean Francois ^a   Bakhshi, Parul ^b   Nandipati, Anand ^c  

^a WASHINGTON UNIVERSITY IN ST LOUIS   (United States)

^b WASHINGTON UNIVERSITY   (United States)

^c NONE   (Afghanistan)

Author keywords

capability approach; disabilities; education; prejudice; stigma

Indexed keywords

EID: 84866173686     PISSN: 0305764X     EISSN: 14693577     Source Type: Journal    
DOI: 10.1080/0305764X.2012.706259     Document Type: Article

References (67)

1. Ahmed-Ghosh, H. (2003). A history of women in Afghanistan: Lessons learnt for the future or yesterdays and tomorrow: women in Afghanistan. Journal of International Women's Studies, 4(3), 1-13.
2. Allan, N.J.R. 2003. Rethinking governance in Afghanistan. Journal of International Affairs, 56(2): 193-203.
3. Bakhshi, P. and Trani, J.F. 2011. "A gender analysis of disability, vulnerability and empowerment in Afghanistan". In Development efforts in Afghanistan: Is there a will and a way? The case of disability and vulnerability, Edited by: Trani, J.F. Paris: L'Harmattan.
4. Becker, G.S. 1993. Human capital, Chicago: University of Chicago Press.
5. Bourguignon, F., & Pleskovic, B. (2004). Accelerating development. In F.P.B. Bourguignon (Ed.), Annual World Bank conference on development economics 2004: Accelerating development (pp. 1-9). New York: World Bank & Oxford University Press.
6. Bourguignon, F. and Sundberg, M. 2007. Aid effectiveness-Opening the black box. American Economic Review, 97: 316-321.
7. Cerveau, T. (2011). Deconstructing myths; facing reality. Understanding social representations of disability in Afghanistan. In J.F. Trani (Ed.), Development efforts in Afghanistan: Is there a will and a way? The case of disability and vulnerability (pp. 103-122). Paris: L'Harmattan.
8. Coleridge, P. (1998). Development, cultural values and disability: The example of Afghanistan. Paper presented at the conference 'Disability Issues: global solutions and the tole of community-based rehabilitation', Queens University, Kingston, Canada, 5-6 March, 1998.
9. Cooke, B. and Kothari, U., eds. 2004. Participation: The new tyranny?, London: Zed Books.
10. Cramer, C. and Goodhand, J. 2002. Try again, fail again, fail better? War, the state and the 'post-conflict' challenge in Afghanistan. Development and Change, 33(5): 885-909.
11. Deaton, A. 2010. Understanding the mechanisms of economic development. Journal of Economic Perspectives, 24(3): 3-16.
12. Deneulin, S. and McGregor, J.A. 2010. The capability approach and the politics of a social conception of wellbeing. European Journal of Social Theory, 13: 501-519.
13. Dreze, J. and Sen, A. 1995. India: Economic development and social opportunity, Oxford, UK: Oxford University Press.
14. Filmer, D., & Pritchett, L.H. (2001). Estimating wealth effects without expenditure data or tears: an application to educational enrolments in states of India. Demography, 38, 115-132.
15. Islamic Republic of Afghanistan, Ministry of Education, EMIS department, General directorate of planning and evaluation (2009). Education summary report. Kabul: Ministry of Education. Retrieved at: http://moe.gov.af/Content/files/078_MOE%20EMIS%20Summary%20Report%201387.pdf.
16. Kabeer, N. (1996). Agency, well-being & inequality: Reflections on the gender dimensions of poverty. IDS Bulletin-Institute of Development Studies, 27(1), 11-21.
17. Kabeer, N. 1999. Resources, agency, achievements: Reflections on the measurement of women's empowerment. Development and Change, 30: 435-464.
18. Kabeer, N. (2006). Citizenship, affiliation and exclusion: Perspectives from the South (reprinted from IDS Bulletin, vol. 33, 2002). IDS Bulletin-Institute of Development Studies, 37(4), 91-101.
19. Kandiyoti, D. 2007. Old dilemmas or new challenges? The politics of gender and reconstruction in Afghanistan. Development and Change, 38(2): 169-199.
20. Miles, S. 2007. "Inclusive education". In Disability and inclusive development, Edited by: Barron, T. and Amerena, P. 69-77. London: Leonard Cheshire International.
21. Millward, H., Ojwang, V.P., Carter, J.A. and Hartley, S. 2005. International guidelines and the inclusion of disabled people. The Ugandan story. Disability & Society, 20(2): 143-167.
22. Ministry of Education and Islamic Republic of Afghanistan. (2012a). National Education Quality Improvement Program (EQUIP-II). Indicator status report (ISR). Kabul, Afghanistan: Ministry of Education & World Bank.
23. Ministry of Education and Islamic Republic of Afghanistan. (2012b). Response to EFA global monitoring report-2011. Hidden crisis: Armed conflict and education. Kabul, Afghanistan: Ministry of Education.
24. Mitra, S. 2006. The capability approach and disability. Journal of Disability Policy Studies, 16: 236-247.
25. Nicolai, S. and Triplehorn, C. 2003. The role of education in protecting children in conflict (Humanitarian Practice Network Paper), London: Overseas Development Institute.
26. Rao, S. 2006. Parameters of normality and cultural constructions of 'mental retardation': Perspectives of Bengali families. Disability and Society, 21(2): 159-178.
27. Ricoeur, P. 1992. One self as another, Chicago: University of Chicago Press.
28. Robeyns, I. 2005. The capability approach: A theoretical survey. Journal of Human Development, 6(1): 93-114.
29. Robeyns, I. 2006. Three models of education: Rights, capabilities and human capital. Theory and Research in Education, 4(1): 69-84.
30. Save the Children United Kingdom. (2006). DFID: Aid, education and conflict-affected countries. Rewriting the future: A briefing note. Cambridge, UK: International Save the Children Alliance.
31. Save the Children United Kingdom. 2007. Last in line, last in school: How donors are failing children in conflict-affect fragile states, Cambridge, UK: International Save the Children Alliance.
32. Sen, A.K. 1982. "Equality of what?". In Choice, welfare and measurement, 353-369. Oxford, UK: Blackwell.
33. Sen, A.K. 1992. Inequality re-examined, Oxford, UK: Clarendon Press.
34. Sen, A.K. 1999. Development as freedom, Oxford, UK: Oxford University Press.
35. Sen, A.K. 2002. Rationality and freedom, Cambridge, MA: Harvard University Press.
36. Sen, A.K. 2005. Human rights and capabilities. Journal of Human Development, 6(2): 151-166.
37. Sen, A.K. 2009. The idea of justice, London: Penguin.
38. Shaffer, P. 2011. Against excessive rhetoric in impact assessment: Overstating the case for randomised controlled experiments. Journal of Development Studies, 47: 1619-1635.
39. Shaffer, P. 2012. Demand-side challenges to poverty monitoring and assessment systems: Illustrations from Tanzania. Development Policy Review, 30(1): 29-48.
40. Stockton, N.J. 2002. The failure of international humanitarian action in Afghanistan. Global Governance, 8: 265-271.
41. Terzi, L. 2005. Beyond the dilemma of difference: The capability approach to disability and special educational needs. Journal of Philosophy of Education, 39: 443-459.
42. Terzi, L. 2007a. Capability and educational equality: The just distribution of resources to students with disabilities and special educational needs. Journal of Philosophy of Education, 41: 757-773.
43. Terzi, L. 2007b. "The capability to be educated". In Amartya Sen's capability approach and social justice in education, Edited by: Walker, M. and Unterhalter, E. 25-44. New York: Palgrave Macmillan.
44. Trani, J.F. and Bakhshi, P. 2008. Challenges for assessing disability prevalence: The case of Afghanistan. Alter, 2(1): 44-64.
45. Trani, J.F. and Bakhshi, P. 2011. "Profiling and understanding people with disabilities in Afghanistan". In Development efforts in Afghanistan: Is there a will and a way? The case of disability and vulnerability, Edited by: Trani, J.F. 75-102. Paris: L'Harmattan.
46. Trani, J., Bakhshi, P., Bellanca, N., Biggeri, M. and Marchetta, F. 2011. Disabilities through the Capability Approach lens: Implications for public policies. European Journal of Disability Research, 5(3): 143-157.
47. Trani, J.-F., Bakhshi, P., & Noor, A. (2006). Towards well-being for Afghans with disability: the health challenge. Lyon, France: Handicap International.
48. Trani, J.-F., Bahkshi, P., & Rolland, C. (2011)., Capabilities, perception of well-being and development effort: some evidence from Aghanistan. Oxford Development Studies, 39(4): 403-426.
49. Trani, J.-F., Kett, M., Bakhshi, P. and Bailey, N. 2011. Disability, vulnerability and citizenship: To what extent is education a protective mechanism for children with disabilities in countries affected by conflict?. International Journal of Inclusive Education, 15: 1187-1203.
50. UN Development Programme. (2010). Afghanistan: Country profile of human development indicators. International Human Development Indicators 2010. Retrieved July 11, 2011, from: http://hdrstats.undp.org/en/countries/profiles/AFG.html.
51. UNDESA. (2012). The Millennium Development Goals Report. New York: Author.
52. UNESCO. 2002. Education for All: An international strategy to put the Dakar Framework for Action on Education for All into operation, Paris: Author.
53. UNICEF. 2008. The state of the world children 2008. Child survival, New York: UNICEF.
54. United Nations. 2006. Convention on the rights of persons with disabilities, Washington, DC: Author.
55. Unterhalter, E. 2003. Education, capabilities and social justice. Background paper for the EFA Global Monitoring, Paris: UNESCO.
56. Unterhalter, E. 2008. Cosmopolitanism, global social justice and gender equality in education. Compare: A Journal of Comparative Education, 38: 539-553.
57. Unterhalter, E. 2009. What is equity in education? Reflections from the capability approach. Studies in Philosophy and Education, 28: 415-424.
58. Vaughan, R. (2007). Measuring Capabilities: an example from girls' schooling. In M. Walker & E. Unterhalter (Eds.), Amartya Sen's capability approach and social justice in education (pp. 109-130). New York: Palgrave Macmillan.
59. Vulnerability Analysis Unit. (2008). National risk and vulnerability assessment 2007/8: A profile of Afghanistan. In National risk and vulnerability assessment (p. 183). Kabul, Afghanistan: K. Jehoon Printing Press, ICON Institute GmbH & Co. KG Consulting Group.http://ec.europa.eu/europeaid/where/asia/documents/afgh_nrva_2007-08_full_report_en.pdf
60. Waldman, M. (2008). Falling short. Aid effectiveness in Afghanistan. ACBAR advocacy series. Kabul: Agency Coordinating Body for Afghan Relief.
61. Walker, M. 2012. A capital or capabilities education narrative in a world of staggering inequalities?. International Journal of Educational Development, 32: 384-393.
62. Walker, M. and Unterhalter, H. 2007. "The capability approach: Its potential for work in education". In Amartya Sen's capability approach and social justice in education, Edited by: Walker, M. and Unterhalter, E. 1-18. New York: Palgrave Macmillan.
63. White, H.S. 1997. Planning and evaluation: The endless carousel. Library Journal, 122(19): 38-39.
64. White, H. (2008). Of probits and participation: The use of mixed methods in quantitative impact evaluation. IDS Bulletin-Institute of Development Studies, 39(1), 98-109.
65. White, H. 2011. Achieving high-quality impact evaluation design through mixed methods: The case of infrastructure. Journal of Development Effectiveness, 3(1): 131-144.
66. White, H., & Bamberger, M. (2008). Introduction: Impact evaluation in official development agencies. IDS Bulletin-Institute of Development Studies, 39(1), 1-11.
67. World Health Organization. (2001). International Classification of Functioning, Disability and health. Geneva: WHO.