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By Sue Kenny, Matthew Clarke (eds.)

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Extra resources for Challenging Capacity Building: Comparative Perspectives

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Others have emerged from a structuralist account seeing profound inequalities whether within or between nation states as the inevitable outcome of prevailing economic and social systems. Across the different approaches there have been tensions concerning the relative importance given to processes and outcomes, to means and ends, that was well summarised over forty years ago by Batten (1967) as that between ‘directive’ and ‘non-directive’ work and whether the work was primarily educative or action focused.

What is the relationship between social structures, particular circumstances and the meeting of biography, including still unresolved and unconscious dilemmas? The discourse of capacity stands in contrast to skill-based or competence models of learning. The latter refers to learning through the acquisition of skills or competencies taught by experts whereas the former speaks to learning from experience, reflection and reflexivity (Talbot, 1997). Competence-based learning is a linear or hierarchical conceptualisation, as the mastery of a succession of predefined skills (Broussine, 2000).

C. (2001) ‘Symposium on Amartya Sen’s philosophy: Five adaptive preferences and women’s options’, Economics and Philosophy, 17(1): 67–88. Chris Miller 39 Offe, C. (1984) Contradictions of the Welfare State. London: Hutchinson. Office of the Third Sector (2009) Real Help for Communities: Volunteers, Charities and Social Enterprises. London: Cabinet Office. Polanyi, K. (1944) (1957) The Great Transformation: The Political and Economic Origins of Our Time. Boston: Beacon. Popple, K. (1995) Analysing Community Work: In Theory and Practice.

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