There may be adult educators who wish to alleviate social inequalities but whose practices are wedded to human capital theory In this article, it is argued that educational practices based wholly or partly on human capital theory are unlikely to alleviate social inequities because the theory spawns pedagogical practices that are apolitical, adaptive, and individualistic. By alerting adult educators of the ominous pedagogical implications of human capital theory, it is hoped that they will distance themselves from it and embrace more socially responsible alternatives.
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