Does the human capital discourse promote or hinder the right to education? The case of girls, orphans and vulnerable children in Rwanda
Abstract
This paper studies the implications of considering education as a human right and examining it through the lens of the human capital discourse. It uses Polanyi’s idea of decommodification, as discussed by Offe and Esping-Andersen, as well as Foucault’s concept of governmentality, to analyse the changes that are taking place in the education sector in postgenocide Rwanda. It focuses on the consequences of the human capital discourse for girls, orphans, children with disabilities and Batwa in Rwanda. The paper concludes that although the human capital discourse has brought attention and resources to education, the situation has worsened for some marginalised groups leading to growing inequalities and discrimination.
Categories: Education Rights
Other articles
Psychological wellbeing of children at public primary schools in Jimma town: An orphan and non-orphan comparative study
Orphans face multiple challenges including insufficient food, shelter, schooling, and medical care. Most research on orphans…
Read moreOrphans of the State: Conceptualizing Citizenship, Space, and Kinship in Bolivian Municipal Politics
In an urban barrio on the outskirts of a Bolivian city, the municipal government engages in a variety of techniques to regulate…
Read moreOrphans and schooling in africa: a longitudinal analysis
AIDS deaths could have a major impact on economic development by affecting the human capital accumulation of the next generation.…
Read moreA Comparison of Mental Health Problems and Coping Strategies in Orphans and Non-Orphans
The present research aims to compare the levels of mental health problems such as depression, anxiety, and stress between…
Read more