Social Capital, Social Inclusion and Changing School Contexts: A Scottish Perspective

Abstract

: This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers – Putnam, Bourdieu and Coleman – and explores how these might help to understand the changing contexts and pursue opportunities for growth.

Young people's social capital: complex identities, dynamic networks

“…Alternatively, Bourdieu (1986) examined the reproduction of class advantage, regarding social capital as part of a bundle of different forms of capital, important for social injustice and equality (Field 2003;Holland, Reynolds and Weller 2007). Despite its elusive definition, there are commonalities uniting a range of authors, not least a focus on norms, trust, values and networks (Granovetter 1973;Putnam 2000;McGonigal et al 2007). This paper is framed by a broad understanding that defines social capital as the resources individuals and collectives derive from their social networks.…”

“…Parents may influence the nature of their child's social networks by seeking out schools or activities characterized by differing degrees of class-based, ethnic, gender and/or religious diversity/homogeneity (Smith and Khanom 2005;George 2007). In turn, young people can, both directly and indirectly, influence the networks of their parents and siblings (McGonigal et al 2007;Weller and Bruegel 2009).…”

“…Despite a burgeoning literature, what constitutes social capital remains relatively ambiguous, with influential authors such as James Coleman, Robert Putnam and Pierre Bourdieu providing alternative understandings and applications of the concept (Schaefer-McDaniel 2004;McGonigal et al 2007;Holland 2008). Coleman, Hoffer and Kilgore (1982) employ social capital to explore differences in educational outcomes, whilst Putnam's (1993Putnam's ( , 2000 focus is on civic engagement.…”

‘The odd couple’: an FE educator’s perspective of the management of behaviour of ‘special needs’ learners in the Lifelong Learning Sector

“…Education, as noted by McGonigal (2007, 81, citing Fukuyama 1999, 'is the area where governments have the greatest direct ability to generate … capital'. Through the lens of the discourse of inclusion, those learners with special needs who are considered 'salvagable' (Riddell et al 2001) in economic terms are gradually introduced to the various types of capital demanded by the vocational field through discreet (in-class assistance or accommodations provided by the educator) and discrete (additional funded provision addressing identified need, i.e.…”

Understanding disability with children's social capital

“…The social capital of children and young people has often been overlooked in the concern for the exchanges between adults and the effects of these, but Morrow (1999, p757) reminds us that children are 'social actors who influence their own environments' and generate their own networks within school, some of which are more positive than others (McGonigal et al, 2007;Field, 2005). McGonigal et al identified a series of 'capitals' operating within schools at any given time.…”