Social Policy and Solidarity, Orphans of the New Model of Social Cohesion

White, Deena

doi:10.2307/3341875

Cited by 30 publications

(17 citation statements)

References 13 publications

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“…As Portes (1998) put it, social capital "engages the attention of policy-makers seeking less costly, non-economic solutions to social problems" (p. 3). The emphasis on social cohesion and social capital also fits the political shift in Canada to ground citizenship in the actions and institutions of civil society (White, 2003) and reorient the citizenship regime to stress social investment in people's capacity, as opposed to increasing welfare spending (Jenson & Saint-Martin, 2003). Promoting social capital as a universal human quality that varies only in quantity abstracts it from its specific relational context.…”

Section: Social Capital As a Theoretical Conceptmentioning

confidence: 98%

Social capital and economic outcomes for immigrants and ethnic minorities

2004

Int. Migration & Integration

121

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The ambiguities of"social capital"can be clarified by reformulating it as a groupbased resource derived from social relations, the effectiveness of which is contingent upon the extensity and intensity of social ties and the group's resources, and the creation of which may involve a potential cost to an individual. This paper reviews the literature on immigrants and ethnic nzinorities to see how ethnic attachment as a form of social capital has affected the economic well-being of immigrants and nzinorities, and refines &e concept of sociaI capital. Studies of"ethnic attachment" and of the"ethnic mobility trap"have stressed the"penalty" of ethnic ties and affiniO/. However, studies on the ethnic enclave economy and transnational comnzunities have attributed the prosperity of the enclave economy and the economic success of sonze ethnic diasporas to ethnic networks. The paper concludes that social capital can be enabling for individuals and groups, subject to the level of other forms of capital present. But social capital cannot replace other for~ns of capital to produce unrealistic outcomes beyond the nzaterial limits of its contextual boundaries. Thus, social capital is a useful concept, not as a universal virtue, but as a situation-based capacity bounded in specific social and class contexts. Les anzbiguitds du capital social peuvent ~tre clarifides en le reformulant en tant que source ddrivde des relations sociales dont l'efficacitd ddpend de l' extensitd et l'intensitd des liens sociaux et des ressources du groupe et dont la crdation peut entrafner un cofit potentiel pour un individu. D'une part, cet article ptvpose une critique de la litt&ature sur les inznzigrants et les minoritds ethniques afin de voir comment l'attachenzent ethnique en tant que fornze de capital social a touchd le bien-~tre des immigrants et des minoritds; et d'autre part, l'article cherche h raffiner le concept de capital social. Des dtudes portant sur l'attachement et le pibge de la mobilitd ethnique ont accentual la " pdnalisation'associde aux liens ethniques. Cependant, les ~;tudes sur l'dconomie de l'enclave ethnique et les comnzunautds transnationales ont attribud h des rdseaux ethniques la prosp&itd et le succbs dconomique de certaines diasporas. Cet article en conclut que le capital social peut reprdsenter une capacitd habilitante pour les individus et les groupes, selon le niveau des autres formes de capital social prdsent. Mais le capital social ne peut pas remplacer d'autres formes de capital pour donner des rdsultats irrdalisables au-delh des linzites matdrielles de ses frontibres contextuelles. Le capital social est un concept utile, non pas en tant que vertu universelle, nzais conzme situation de base encadrde dans un contexte spdc!fique de classes sociales.

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Section: Social Capital As a Theoretical Conceptmentioning

confidence: 98%

Social capital and economic outcomes for immigrants and ethnic minorities

2004

Int. Migration & Integration

121

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“…The cohesive local community is believed to be the empowered and responsible community, a force in local regeneration through the energies and resources released by people helping themselves and each other, looking after the local built and natural environment, participating in public life, taking up local responsibility through voluntary organizations, and, above all, raising their economic agency and potential through better social connectivity and self esteem (Ilcan and Basok, 2004;White, 2003).…”

Section: The Localization Of the Socialmentioning

confidence: 99%

Local community on trial

Amin¹

2005

Economy and Society

250

230

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“…While implementation has not been without its challenges, Levin and Wiens believe that this reform, because it is based on research that shows what factors influence student success, holds much promise. In addition, in Quebec, marketization has encountered persistent resistance through social democratic policies (White 2003) and British Columbia's teachers have been outspoken in their resistance of standardized pedagogies (Grimmett et al 2007). Moreover, the Progressive Conservative Government of Ontario was replaced by a Liberal Government in 2003 which has restored resources to the system, rebuilt relationships with teachers' organizations and introduced support for staff development, although it has left the secondary school curriculum and teaching regime intact and indeed also set provincial targets in literacy achievement for elementary schools (Fullan and Crevola 2006).…”

Section: The Age Of Standardization and Marketizationmentioning

confidence: 99%

Racializing educational change: Melting pot and mosaic influences on educational policy and practice

Skerrett

2008

J Educ Change

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This article racializes educational change by examining literature on the history of educational approaches to diversity in the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity-the melting pot and mosaic-have impacted their educational policies and practices over three definable eras of educational change. The educational policies and practices of the two countries are evaluated in relation to four significant and-within the existing literature-widely used political and educational strategies for responding to racial and ethnocultural diversity in schools. The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization, which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving more just and effective learning outcomes for diverse student groups.

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Social Policy and Solidarity, Orphans of the New Model of Social Cohesion

Cited by 30 publications

References 13 publications

Social capital and economic outcomes for immigrants and ethnic minorities

Social capital and economic outcomes for immigrants and ethnic minorities

Local community on trial

Racializing educational change: Melting pot and mosaic influences on educational policy and practice

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