And You Gotta Believe Me: When Social and Human Capital Collide

  • Janice Kroeger
Part of the Critical Cultural Studies of Childhood book series (CCSC)


Human capital theories that dominate the educational theories of our times, focusing upon skills, test scores, and competition in economic markets often deny the existence of other relevant and valid ways of looking at learners and teaching, and in so doing deny other purposes of healthy communities. Theorists have argued that pedagogic approaches resting on these Human Capital arguments result in “apolitical” or decontextualized systems of thinking and are often misapplied to other contexts. Such thinkers have argued for more socially responsive alternatives (Baptiste, 2001; Penn, 2005; Rodriguez, 2009). One result of such narrowing of thinking is a focus on assumed links between academic achievement and employment opportunity (Lightfoot-Rueda & Peach, introduction of this volume) often at the expense of social relevance of curriculum in the young child’s classroom, a cornerstone of student motivation.


Social Capital Human Capital Preservice Teacher Cultural Capital Civic Engagement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Theodora Lightfoot-Rueda and Ruth Lynn Peach 2015

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  • Janice Kroeger

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