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<p>In this article, we discuss tensions between human rights-orientated enablement and individualistic ability-orientation within social pedagogy. Our discussion focuses on two approaches that we consider central to social pedagogy but are not equally established: capabilities approach (CA) and an ableism-critical approach. Whilst the former has become an integral part of social pedagogy, the latter is only gradually finding its way into social pedagogy. The CA and a&#xa0;critique of ableism are different approaches in terms of their history and conceptualization. Based on the example of the all-day school as a&#xa0;form of extended education within German-speaking countries, we show that the relevance of the named approaches is complementary. While an ableism-critical approach exposes structural oppression based on dis/ability, the CA can frame the demand for human rights-oriented enablement, i.e. empowerment opportunities. We deal explicitly with these two approaches because they enable different perspectives on, and social pedagogic readings of, ability and enablement. In our article we outline the CA and an ableism-critical approach and, based on this, establish connections and demarcations between them. Subsequently, drawing on three specific aspects in the context of all-day schools, we develop social pedagogic readings of enablement and/or ableism that contribute to a&#xa0;more differentiated discussion on education and ability. The simultaneous consideration of CA and ableism reveals research perspectives for a&#xa0;social pedagogy that considers both enabling and excluding ability orientations and can uncover ability injustices connected both to the dimension of dis/ability and beyond.</p>

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Zwischen Capabilities und Ableism

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月12日

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  • Rahel More,
  • Michelle Proyer

摘要

In this article, we discuss tensions between human rights-orientated enablement and individualistic ability-orientation within social pedagogy. Our discussion focuses on two approaches that we consider central to social pedagogy but are not equally established: capabilities approach (CA) and an ableism-critical approach. Whilst the former has become an integral part of social pedagogy, the latter is only gradually finding its way into social pedagogy. The CA and a critique of ableism are different approaches in terms of their history and conceptualization. Based on the example of the all-day school as a form of extended education within German-speaking countries, we show that the relevance of the named approaches is complementary. While an ableism-critical approach exposes structural oppression based on dis/ability, the CA can frame the demand for human rights-oriented enablement, i.e. empowerment opportunities. We deal explicitly with these two approaches because they enable different perspectives on, and social pedagogic readings of, ability and enablement. In our article we outline the CA and an ableism-critical approach and, based on this, establish connections and demarcations between them. Subsequently, drawing on three specific aspects in the context of all-day schools, we develop social pedagogic readings of enablement and/or ableism that contribute to a more differentiated discussion on education and ability. The simultaneous consideration of CA and ableism reveals research perspectives for a social pedagogy that considers both enabling and excluding ability orientations and can uncover ability injustices connected both to the dimension of dis/ability and beyond.