Education for what? Human capital, human rights, and protection discourses in the COVID-19 response
The rallying cry of global actors working on education during COVID-19 has been that the pandemic poses a grave threat to ensuring equitable and inclusive access to high quality education for all children and adolescents, grounding the response firmly in the domain of global commitments embodied in...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-11-01
|
| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.1008260/full |
| _version_ | 1811219512225169408 |
|---|---|
| author | Kayla Boisvert |
| author_facet | Kayla Boisvert |
| author_sort | Kayla Boisvert |
| collection | DOAJ |
| description | The rallying cry of global actors working on education during COVID-19 has been that the pandemic poses a grave threat to ensuring equitable and inclusive access to high quality education for all children and adolescents, grounding the response firmly in the domain of global commitments embodied in Sustainable Development Goal 4, as well as prior commitments to education for all. However, while the idea of a global goal signifies cohesion around a shared set of ideals and actions, the meaning of these global commitments is contested terrain. It is just this terrain—alongside other cultural, political, and economic forces—that has the potential to affect national education responses to COVID-19, as well as the meaning of education writ large. This article explores three discourses—Education for Human Capital, Education as a Human Right, and Education for Protection—during COVID-19, demonstrating the way the idea of a collective response to the pandemic masks deep ideological difference between global actors. The article traces the evolution of these discourses in education in development and education in emergencies, situating them within broader cultural, political, and economic phenomena. This history is used to ground an analysis of the discourses within the COVID-19 education response and raises questions about the impacts these discourses may have on national education systems and education writ large during and beyond the pandemic. |
| first_indexed | 2024-04-12T07:28:08Z |
| format | Article |
| id | doaj.art-4fe2540cda514edeaca361aadfb168fc |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-12T07:28:08Z |
| publishDate | 2022-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-4fe2540cda514edeaca361aadfb168fc2022-12-22T03:42:09ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-11-01710.3389/feduc.2022.10082601008260Education for what? Human capital, human rights, and protection discourses in the COVID-19 responseKayla BoisvertThe rallying cry of global actors working on education during COVID-19 has been that the pandemic poses a grave threat to ensuring equitable and inclusive access to high quality education for all children and adolescents, grounding the response firmly in the domain of global commitments embodied in Sustainable Development Goal 4, as well as prior commitments to education for all. However, while the idea of a global goal signifies cohesion around a shared set of ideals and actions, the meaning of these global commitments is contested terrain. It is just this terrain—alongside other cultural, political, and economic forces—that has the potential to affect national education responses to COVID-19, as well as the meaning of education writ large. This article explores three discourses—Education for Human Capital, Education as a Human Right, and Education for Protection—during COVID-19, demonstrating the way the idea of a collective response to the pandemic masks deep ideological difference between global actors. The article traces the evolution of these discourses in education in development and education in emergencies, situating them within broader cultural, political, and economic phenomena. This history is used to ground an analysis of the discourses within the COVID-19 education response and raises questions about the impacts these discourses may have on national education systems and education writ large during and beyond the pandemic.https://www.frontiersin.org/articles/10.3389/feduc.2022.1008260/fullCOVID-19discourseeducation for alleducation in developmenteducation in emergencieshuman capital |
| spellingShingle | Kayla Boisvert Education for what? Human capital, human rights, and protection discourses in the COVID-19 response Frontiers in Education COVID-19 discourse education for all education in development education in emergencies human capital |
| title | Education for what? Human capital, human rights, and protection discourses in the COVID-19 response |
| title_full | Education for what? Human capital, human rights, and protection discourses in the COVID-19 response |
| title_fullStr | Education for what? Human capital, human rights, and protection discourses in the COVID-19 response |
| title_full_unstemmed | Education for what? Human capital, human rights, and protection discourses in the COVID-19 response |
| title_short | Education for what? Human capital, human rights, and protection discourses in the COVID-19 response |
| title_sort | education for what human capital human rights and protection discourses in the covid 19 response |
| topic | COVID-19 discourse education for all education in development education in emergencies human capital |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.1008260/full |
| work_keys_str_mv | AT kaylaboisvert educationforwhathumancapitalhumanrightsandprotectiondiscoursesinthecovid19response |