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The Radical School And The Economics Of Education

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  • Bailly, Franck

Abstract

The economics of education gradually became institutionalized in the period following the Second World War. Human capital theory was the central pillar in this process. Nevertheless, it did not go unchallenged. The first challenges came from within the mainstream itself, but economists affiliated to other paradigms also called human capital theory into question. This applied in particular to the work of the radical economists. The aim of this article is to document this critical episode in the history of ideas in the economics of education. To that end, the nature of the radical economists’ critique is examined and it is shown how it connects to human capital theory.

Suggested Citation

  • Bailly, Franck, 2016. "The Radical School And The Economics Of Education," Journal of the History of Economic Thought, Cambridge University Press, vol. 38(3), pages 351-369, September.
    • Handle: RePEc:cup:jhisec:v:38:y:2016:i:03:p:351-369_00
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    Cited by:

    1. Franck Bailly, 2022. "When mainstream economics does human resource management: a critique of personnel economics’ prescriptive ambition," Post-Print hal-03711945, HAL.
    2. Alexandre Chirat & Charlotte Le Chapelain, 2017. "Some “unexpected proximities” between Schultz and Galbraith on human capital," Working Papers of BETA 2017-18, Bureau d'Economie Théorique et Appliquée, UDS, Strasbourg.
    3. Alexandre Chirat & Charlotte Le Chapelain, 2017. "Some “unexpected proximities” between Schultz and Galbraith on human capital," Working Papers 08-17, Association Française de Cliométrie (AFC).
    4. Frank Bailly, 2022. "When mainstream economics does human resource management: a critique of personnel economics' prescriptive ambition," PSL Quarterly Review, Economia civile, vol. 75(301), pages 103-117.

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