Capability, Freedom, and Difference: The Proposition of the Capability Approach and Its Implications for a Theoretical Pivot in Educational Equity Research

Educational equity remains a critical concern to both the academia and the public. In past discussions in Western academia, the utilitarian and resourcism emphasized the utilitarian value of education and the principle of equitable distribution of resources, but lacked attention to human diversity. In contrast, Amartya Sen's Capability Approach theory(CA) offers a distinct theoretical framework, which posits that interpersonal differences fundamentally shape individuals' capacity to convert resources into valued functionings, emphasizing the realization of substantive freedoms. This necessitates rigorous analysis of opportunity structures and barriers across diverse groups to enable individuals to achieve their desired developmental outcomes. While we advocate a critical stance toward CA's limitations—including its ill-defined capability set, individualistic orientation, and operational gaps in implementation pathways—the theory holds significant relevance for China's educational equity research. It provides crucial insights for: 1) Prioritizing differential development pathways aligned with individual heterogeneity; 2) Deconstructing institutional factors perpetuating educational inequities; 3) Constructing actionable strategies to enhance resource-to-capability conversion efficacy.