Sueños Difíciles

Desempaquetando las Mitologías del Capital Humano

Autores/as

DOI:

https://doi.org/10.25749/sis.30926

Palabras clave:

capital humano, estudiantes de posgrado, educación de adultos, género, raza, internacional

Resumen

La teoría del capital humano (HCT) ha pasado de ser un principio central de la teoría económica neoclásica a una posición política normativa y prescriptiva que guía nuestra comprensión del crecimiento económico en múltiples escalas, desde la individual hasta la nacional. En este artículo, un grupo diverso de estudiantes de posgrado cuestiona sus experiencias de acumulación y realización de "capital humano". Sostienen que el HCT tiene en su centro un tema abstracto y falsamente universal que oscurece cómo las relaciones transnacionales de patriarcado, raza y colonialidad constituyen clases y crear así una realidad en la que no todos pueden realizar inversiones en capital humano. Este artículo profundiza en cómo este grupo de estudiantes adultos desarrolló una comprensión de la clase como una relación socialmente constituida dentro del capital y, por lo tanto, pone de relieve la necesidad de que los educadores de adultos trabajen desde una articulación de clase más matizada que reconozca la relacionalidad con otras formas de opresión.

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Biografía del autor/a

Sara Carpenter, Faculty of Education, University of Alberta, Canadá

Associate Professor, University of Alberta, specializes in Adult, Community, & Higher Education. A scholar of Marxist feminist approaches to educational research, she is co-author (with S. Mojab) of Revolutionary Learning: Marxism, Feminism, and Knowledge (2017, Pluto). Her most recent books are The Ideology of Civic Engagement (2021, SUNY Press) and Marxism & Migration (2022, Palgrave), co-edited with G. Ritchie and S. Mojab. Recent articles can be found in the journal Critical Education and the forthcoming special issue of the Canadian Journal for the Study of Adult Education ‘For the People: Dorothy Smith & Adult Education.

Danielle Gardiner Milln, Faculty of Education, University of Alberta, Canadá

PhD student in Adult, Community, and Higher Education at the University of Alberta. Her research interests include educational policy, equity in educational praxis, and intersections of human rights with education, and she has recently co-written the University of Alberta Student Experience Action Plan. Her work can be found in the Canadian Journal for the Study of of Adult Education and the Journal of Engineering Education.

Joshuha Connauton, Faculty of Education, University of Alberta, Canadá

PhD student in Adult, Community, and Higher Education at the University of Alberta. His research interests are human capital theory, microcredentials in higher education, the intersections of capital public higher education, and labour education/trade union revitalization.

Laura Woodman, Depart. of Human Ecology, Faculty of Agricultural, Life & Environmental Sciences, University of Alberta, Canadá

PhD student in the Department of Human Ecology at the University of Alberta. A long-time professional in home-based early childhood education, her research focuses on the policies and practices of day home provision in Canada. Her recent publications can be found in the Journal of Childhood, Education, & Society, In Education, and Education & Research Archive.

Meshia G-K Brown, Faculty of Education, University of Alberta, Canadá

MEd student in Social Justice and International Studies in Education at the University of Alberta. She is an international educator, having taught in Asia, the Caribbean, and Canada. She is currently conducting research on the politics of student cultural expression and discipline in Jamaica.

Wilson Javier Mora Rivera, Faculty of Education, University of Alberta, Canadá

MEd, is a graduate of the Studies in Educational Leadership program at the University of Alberta. An international educator, he has taught in Asia, Latin America, Australia, and Canada.

Fatemeh Mirikarbasaki, Faculty of Education, University of Alberta, Canadá

Recently completed in MEd in the Studies in Educational Leadership program at the University of Alberta. An international English language educator, she has taught in the Middle East and Canada and currently works in the college sector in Alberta. She recently completed research on international students sense of belonging in Canada. Her research interests are psycholinguistics, education and capitalism, and social justice in educational settings.

Arina Ehsan, Faculty of Education, University of Alberta, Canadá

MEd student in Secondary Education at the University of Alberta. She received her bachelor’s degree from a university in Iran and decided to continue her education in a new country, first to challenge herself and second to provide more opportunities to learn and grow.

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Publicado

2024-02-29

Número

Vol. 12 Núm. 1 (2024): La clase importa: clase social y educación de adultos

Sección

Artículos

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