Both the text “Women’s capabilities” and “more than 100 million missing women” is developed on three categories: the first being primarily theoretical, the second more policy-orientated, and the third focusing on methodological approaches. As discussed initially by Amartya Sen, the capability approach represents a powerful analysis of measurements of welfare based on productiveness. This approach draws on a liberal thoughtful framework highlighting the importance of the well-being of the individual in terms of what he or she is able to do and become and the kind of life he or she is able to lead. In this view, individual capabilities are supported by so-called ‘social perception’ (Sen, 6) either support or oppose capabilities. In the International Journal of Politics, AmaryArends-Kuenning and Sajeda Amin developed the capabilities framework with a particular focus on women’s capabilities in developing countries. She distinguishes between: 1) ‘basic capabilities’ generally innate from birth; 2) ‘internal capabilities’ which are developed states of the person; 3) ‘combined capabilities’ which require an appropriate political, economic and social environment. In the other article, “more than 100 million missing women,” writer AmartyaSen states that gender inequality could be overcome by three main things: education for women, better (property) rights and – most notably – productive, gainful, outside-of-the-house work for females(Sen,12). In both the article there is one common thing as in both problems related to women’s right is discussed. Structures of both the articles are also same as it is discussed in chronological order and the only difference is that in “women’s capabilities” there are many subheadings used.
In addition to this I would like to explain about the way we should read the political texts. I am going to explain the way and the strategies we used in the class to explain the way of reading political texts. In reading and analyzing each text, we assessed the content of the texts in light of the title, the table of contents, and chapter titles. We asked what content-wise expectations these aroused in a reader and whether the book’s subject matter in outline confirmed title-related expectations. We analyzed the structural design of the text’s contents, assessing whether the text gave equal treatment to each of the types of method it engaged. Finally, we analyzed the language of the text itself, looking for evidence of rhetorical argumentation. We looked for such devices as: 1. word choice; 2. sentence structure and order; 3. argument-by-adverb (“therefore,” “hence,” “however,” “of course”), rather than making arguments through the use of explicit logic; 4. the use of quotation marks around certain words or phrases, thereby calling attention to their meaning; 5. the rhythmic repetition of key words or phrases to make a point, rather than specific statement argument.
Moreover, in the article “women’s capabilities and the right to education in Bangladesh”- the writer uses the word “education”-which gives the reader a political view of the women’s right. There were also many quotation marks used in this article. For example, the following quotation given is used to grab reader’s eye and to give the idea that it is important-“focuses on the ability of human beings to lead lives they have reason to value and to enhance the substantive choices they have”(Sen, 127). In this text, writer stresses on the word “perceived” many times to denote that many people can see this aspect of women’s education in many different ways and have different opinions. All these above techniques have the effect of directing readers’ thought processes and shaping their experience of the political text.
Works Cited
Arends-Kuenning, Mary and Amin, Sanjeda,“Women’s capability and right to education in Bangladesh.” International Journal of Politics and Society, Vol. 15, No.1, September 2001. Print
Sen, Amartya, “More Than 100 Million Missing Women.” Nybooks Archives. Dec 20, 1990. April 7, 2013.
AUW's Interpreting Texts, Spring 2013 