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Bridging the Gap between Human Resource Development and Adult Education: Part Two, the Critical Turn

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Title: Bridging the Gap between Human Resource Development and Adult Education: Part Two, the Critical Turn
Language: English
Authors: Hatcher, Tim, Bowles, Tuere
Source: New Horizons in Adult Education & Human Resource Development. Sum 2006 20(3):5-18.
Availability: Florida International University College of Education. 11200 SW 8th Street, ZEB 361A, Miami, FL 33199. Tel: 305-348-6151; Fax: 305-348-1515; e-mail: horizons@fiu.edu; Web site: http://education.fiu.edu/newhorizons
Peer Reviewed: Y
Physical Description: PDF
Page Count: 14
Publication Date: 2006
Document Type: Journal Articles
Reports - Descriptive
Education Level: Adult Education
Descriptors: Scholarship, Adult Education, Human Capital, Human Resources, Labor Force Development, Culturally Relevant Education, Alignment (Education), Critical Theory, Educational Opportunities, Performance Factors, Unified Studies Curriculum, Educational Practices
ISSN: 1939-4225
Abstract: Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). The reasons for this disapproving perspective are numerous and include HRD's primary conceptual foundations as being performative and based on human capital theory that tends to situate humans within the rubric of expendable resources. Additional support for this critique comes from an assumption that HRD as a whole is embedded within a rational/functional paradigm that tends to support "any means to profit" over democratic treatment of people in the workplace. Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's "academic" and "theoretical" elitism versus the pragmatic and socially responsive practice of AE. [For part 1, see EJ983776.]
Abstractor: As Provided
Number of References: 53
Entry Date: 2012
Accession Number: EJ983779
Database: ERIC
FullText Text:
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  Data: Bridging the Gap between Human Resource Development and Adult Education: Part Two, the Critical Turn
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  Data: <searchLink fieldCode="SO" term="%22New+Horizons+in+Adult+Education+%26+Human+Resource+Development%22"><i>New Horizons in Adult Education & Human Resource Development</i></searchLink>. Sum 2006 20(3):5-18.
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  Data: Florida International University College of Education. 11200 SW 8th Street, ZEB 361A, Miami, FL 33199. Tel: 305-348-6151; Fax: 305-348-1515; e-mail: horizons@fiu.edu; Web site: http://education.fiu.edu/newhorizons
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  Data: <searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Capital%22">Human Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Resources%22">Human Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Force+Development%22">Labor Force Development</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Unified+Studies+Curriculum%22">Unified Studies Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: 1939-4225
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  Data: Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). The reasons for this disapproving perspective are numerous and include HRD's primary conceptual foundations as being performative and based on human capital theory that tends to situate humans within the rubric of expendable resources. Additional support for this critique comes from an assumption that HRD as a whole is embedded within a rational/functional paradigm that tends to support "any means to profit" over democratic treatment of people in the workplace. Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's "academic" and "theoretical" elitism versus the pragmatic and socially responsive practice of AE. [For part 1, see EJ983776.]
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  Data: 2012
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      – Text: English
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      – SubjectFull: Human Capital
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      – SubjectFull: Human Resources
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      – SubjectFull: Labor Force Development
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Alignment (Education)
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      – SubjectFull: Critical Theory
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      – SubjectFull: Educational Opportunities
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      – SubjectFull: Performance Factors
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      – SubjectFull: Unified Studies Curriculum
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      – SubjectFull: Educational Practices
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      – TitleFull: Bridging the Gap between Human Resource Development and Adult Education: Part Two, the Critical Turn
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