Higher education in the fight against poverty from the capabilities approach: The case of Spain

This article describes relative poverty in Spain in relation to the other States in the European Union, following the European indicator AROPE. The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data ar...
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Autor*in:	Roberto Sanz [verfasserIn] José Alfredo Peris [verfasserIn] Juan Escámez [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	Poverty Relative poverty Spain Higher education Capabilities approach Proposals against poverty

Übergeordnetes Werk:	In: Journal of Innovation & Knowledge - Elsevier, 2017, 2(2017), 2, Seite 53-66
Übergeordnetes Werk:	volume:2 ; year:2017 ; number:2 ; pages:53-66

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1016/j.jik.2017.03.002

Katalog-ID:	DOAJ003601641

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allfields_unstemmed	10.1016/j.jik.2017.03.002 doi (DE-627)DOAJ003601641 (DE-599)DOAJ3c1ede412c0745cda500ba201082becb DE-627 ger DE-627 rakwb eng AZ20-999 H1-99 Roberto Sanz verfasserin aut Higher education in the fight against poverty from the capabilities approach: The case of Spain 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article describes relative poverty in Spain in relation to the other States in the European Union, following the European indicator AROPE. The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data are available is 2015). Given the relative poverty of Spanish population, the failure of conventional economic theories, which conceive social development as GDP growth, is clear, and it is argued in favour of the human capabilities approach as a more adequate option for development, from a theoretical-practical point of view, for the reduction and/or eradication of poverty, as well as the appropriateness of a new conception of Higher Education, structured around central topics of the capabilities approach, to empower citizenship with such objective. The pedagogical proposals discussed here are as follows: (1) the conception of Higher Education Institutions from the approach of capability development, and aimed at social responsibility; (2) the formation of a university community as agents of their lives and communities; (3) the learning by the university community of the values in the capabilities approach; (4) the option of the university community for participation in public affairs in the pursuit of the common good; (5) the primacy of the formation of the university community as agents of sustainability agents. Poverty Relative poverty Spain Higher education Capabilities approach Proposals against poverty History of scholarship and learning. The humanities Social sciences (General) José Alfredo Peris verfasserin aut Juan Escámez verfasserin aut In Journal of Innovation & Knowledge Elsevier, 2017 2(2017), 2, Seite 53-66 (DE-627)880796871 (DE-600)2885454-8 2444569X nnns volume:2 year:2017 number:2 pages:53-66 https://doi.org/10.1016/j.jik.2017.03.002 kostenfrei https://doaj.org/article/3c1ede412c0745cda500ba201082becb kostenfrei http://www.sciencedirect.com/science/article/pii/S2444569X17300136 kostenfrei https://doaj.org/toc/2444-569X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 AR 2 2017 2 53-66
allfieldsGer	10.1016/j.jik.2017.03.002 doi (DE-627)DOAJ003601641 (DE-599)DOAJ3c1ede412c0745cda500ba201082becb DE-627 ger DE-627 rakwb eng AZ20-999 H1-99 Roberto Sanz verfasserin aut Higher education in the fight against poverty from the capabilities approach: The case of Spain 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article describes relative poverty in Spain in relation to the other States in the European Union, following the European indicator AROPE. The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data are available is 2015). Given the relative poverty of Spanish population, the failure of conventional economic theories, which conceive social development as GDP growth, is clear, and it is argued in favour of the human capabilities approach as a more adequate option for development, from a theoretical-practical point of view, for the reduction and/or eradication of poverty, as well as the appropriateness of a new conception of Higher Education, structured around central topics of the capabilities approach, to empower citizenship with such objective. The pedagogical proposals discussed here are as follows: (1) the conception of Higher Education Institutions from the approach of capability development, and aimed at social responsibility; (2) the formation of a university community as agents of their lives and communities; (3) the learning by the university community of the values in the capabilities approach; (4) the option of the university community for participation in public affairs in the pursuit of the common good; (5) the primacy of the formation of the university community as agents of sustainability agents. Poverty Relative poverty Spain Higher education Capabilities approach Proposals against poverty History of scholarship and learning. The humanities Social sciences (General) José Alfredo Peris verfasserin aut Juan Escámez verfasserin aut In Journal of Innovation & Knowledge Elsevier, 2017 2(2017), 2, Seite 53-66 (DE-627)880796871 (DE-600)2885454-8 2444569X nnns volume:2 year:2017 number:2 pages:53-66 https://doi.org/10.1016/j.jik.2017.03.002 kostenfrei https://doaj.org/article/3c1ede412c0745cda500ba201082becb kostenfrei http://www.sciencedirect.com/science/article/pii/S2444569X17300136 kostenfrei https://doaj.org/toc/2444-569X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 AR 2 2017 2 53-66
allfieldsSound	10.1016/j.jik.2017.03.002 doi (DE-627)DOAJ003601641 (DE-599)DOAJ3c1ede412c0745cda500ba201082becb DE-627 ger DE-627 rakwb eng AZ20-999 H1-99 Roberto Sanz verfasserin aut Higher education in the fight against poverty from the capabilities approach: The case of Spain 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article describes relative poverty in Spain in relation to the other States in the European Union, following the European indicator AROPE. The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data are available is 2015). Given the relative poverty of Spanish population, the failure of conventional economic theories, which conceive social development as GDP growth, is clear, and it is argued in favour of the human capabilities approach as a more adequate option for development, from a theoretical-practical point of view, for the reduction and/or eradication of poverty, as well as the appropriateness of a new conception of Higher Education, structured around central topics of the capabilities approach, to empower citizenship with such objective. The pedagogical proposals discussed here are as follows: (1) the conception of Higher Education Institutions from the approach of capability development, and aimed at social responsibility; (2) the formation of a university community as agents of their lives and communities; (3) the learning by the university community of the values in the capabilities approach; (4) the option of the university community for participation in public affairs in the pursuit of the common good; (5) the primacy of the formation of the university community as agents of sustainability agents. Poverty Relative poverty Spain Higher education Capabilities approach Proposals against poverty History of scholarship and learning. The humanities Social sciences (General) José Alfredo Peris verfasserin aut Juan Escámez verfasserin aut In Journal of Innovation & Knowledge Elsevier, 2017 2(2017), 2, Seite 53-66 (DE-627)880796871 (DE-600)2885454-8 2444569X nnns volume:2 year:2017 number:2 pages:53-66 https://doi.org/10.1016/j.jik.2017.03.002 kostenfrei https://doaj.org/article/3c1ede412c0745cda500ba201082becb kostenfrei http://www.sciencedirect.com/science/article/pii/S2444569X17300136 kostenfrei https://doaj.org/toc/2444-569X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 AR 2 2017 2 53-66
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topic_facet	Poverty Relative poverty Spain Higher education Capabilities approach Proposals against poverty History of scholarship and learning. The humanities Social sciences (General)
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authorswithroles_txt_mv	Roberto Sanz @@aut@@ José Alfredo Peris @@aut@@ Juan Escámez @@aut@@
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author	Roberto Sanz
spellingShingle	Roberto Sanz misc AZ20-999 misc H1-99 misc Poverty misc Relative poverty Spain misc Higher education misc Capabilities approach misc Proposals against poverty misc History of scholarship and learning. The humanities misc Social sciences (General) Higher education in the fight against poverty from the capabilities approach: The case of Spain
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topic_title	AZ20-999 H1-99 Higher education in the fight against poverty from the capabilities approach: The case of Spain Poverty Relative poverty Spain Higher education Capabilities approach Proposals against poverty
topic	misc AZ20-999 misc H1-99 misc Poverty misc Relative poverty Spain misc Higher education misc Capabilities approach misc Proposals against poverty misc History of scholarship and learning. The humanities misc Social sciences (General)
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title	Higher education in the fight against poverty from the capabilities approach: The case of Spain
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title_full	Higher education in the fight against poverty from the capabilities approach: The case of Spain
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title_sort	higher education in the fight against poverty from the capabilities approach: the case of spain
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title_auth	Higher education in the fight against poverty from the capabilities approach: The case of Spain
abstract	This article describes relative poverty in Spain in relation to the other States in the European Union, following the European indicator AROPE. The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data are available is 2015). Given the relative poverty of Spanish population, the failure of conventional economic theories, which conceive social development as GDP growth, is clear, and it is argued in favour of the human capabilities approach as a more adequate option for development, from a theoretical-practical point of view, for the reduction and/or eradication of poverty, as well as the appropriateness of a new conception of Higher Education, structured around central topics of the capabilities approach, to empower citizenship with such objective. The pedagogical proposals discussed here are as follows: (1) the conception of Higher Education Institutions from the approach of capability development, and aimed at social responsibility; (2) the formation of a university community as agents of their lives and communities; (3) the learning by the university community of the values in the capabilities approach; (4) the option of the university community for participation in public affairs in the pursuit of the common good; (5) the primacy of the formation of the university community as agents of sustainability agents.
abstractGer	This article describes relative poverty in Spain in relation to the other States in the European Union, following the European indicator AROPE. The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data are available is 2015). Given the relative poverty of Spanish population, the failure of conventional economic theories, which conceive social development as GDP growth, is clear, and it is argued in favour of the human capabilities approach as a more adequate option for development, from a theoretical-practical point of view, for the reduction and/or eradication of poverty, as well as the appropriateness of a new conception of Higher Education, structured around central topics of the capabilities approach, to empower citizenship with such objective. The pedagogical proposals discussed here are as follows: (1) the conception of Higher Education Institutions from the approach of capability development, and aimed at social responsibility; (2) the formation of a university community as agents of their lives and communities; (3) the learning by the university community of the values in the capabilities approach; (4) the option of the university community for participation in public affairs in the pursuit of the common good; (5) the primacy of the formation of the university community as agents of sustainability agents.
abstract_unstemmed	This article describes relative poverty in Spain in relation to the other States in the European Union, following the European indicator AROPE. The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data are available is 2015). Given the relative poverty of Spanish population, the failure of conventional economic theories, which conceive social development as GDP growth, is clear, and it is argued in favour of the human capabilities approach as a more adequate option for development, from a theoretical-practical point of view, for the reduction and/or eradication of poverty, as well as the appropriateness of a new conception of Higher Education, structured around central topics of the capabilities approach, to empower citizenship with such objective. The pedagogical proposals discussed here are as follows: (1) the conception of Higher Education Institutions from the approach of capability development, and aimed at social responsibility; (2) the formation of a university community as agents of their lives and communities; (3) the learning by the university community of the values in the capabilities approach; (4) the option of the university community for participation in public affairs in the pursuit of the common good; (5) the primacy of the formation of the university community as agents of sustainability agents.
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title_short	Higher education in the fight against poverty from the capabilities approach: The case of Spain
url	https://doi.org/10.1016/j.jik.2017.03.002 https://doaj.org/article/3c1ede412c0745cda500ba201082becb http://www.sciencedirect.com/science/article/pii/S2444569X17300136 https://doaj.org/toc/2444-569X
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The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data are available is 2015). Given the relative poverty of Spanish population, the failure of conventional economic theories, which conceive social development as GDP growth, is clear, and it is argued in favour of the human capabilities approach as a more adequate option for development, from a theoretical-practical point of view, for the reduction and/or eradication of poverty, as well as the appropriateness of a new conception of Higher Education, structured around central topics of the capabilities approach, to empower citizenship with such objective. The pedagogical proposals discussed here are as follows: (1) the conception of Higher Education Institutions from the approach of capability development, and aimed at social responsibility; (2) the formation of a university community as agents of their lives and communities; (3) the learning by the university community of the values in the capabilities approach; (4) the option of the university community for participation in public affairs in the pursuit of the common good; (5) the primacy of the formation of the university community as agents of sustainability agents.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Poverty</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Relative poverty Spain</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Higher education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Capabilities approach</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Proposals against poverty</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">History of scholarship and learning. 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Higher education in the fight against poverty from the capabilities approach: The case of Spain

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