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• W1543586972 abstract "This paper explores the relevance of social capital to the construction of education policies. In particular, it examines the four central social capital concepts of trust, norms, reciprocity and values and how these could be more explicitly employed in the construction of Scottish educational policy to enhance relevance and accountability. We draw on work from the Schools and Social Capital (SSC) research network of the Scottish Applied Educational Research Scheme (AERS), and particularly from the work of the SSC policy review group. This and other reviews are published in the digital repository of the AERS web site. This paper also incorporates elements from other reviews conducted by the SSC network. The paper concludes that for policy to promote the kinds of social capital that will improve the lives of the most marginalised people a more inclusive and well resourced policy process is needed. DEFINING SOCIAL CAPITAL IN THE SCHOOL CONTEXT The definition of social capital has been plagued by conceptual murkiness (Horvat et al, 2003: 321). However, the concept offers a potentially fruitful way of ‘conceptualising the intangible resources of community, shared values and trust’ (Field, 2003). The development and use of such resources is critical to the sustainability and success of current Scottish educational policy and practice, particularly initiatives that aim to reform the types and qualities of connections between schools and other agencies, between staff, and between school and communities, and, critically, the uptake and use of those resources by children and families. Fukuyama (1999) contends that the area where governments probably have the greatest direct ability to generate social capital is education. Educational institutions do not simply transmit human capital; they also pass on social capital in the form of social rules and norms (1999: 7) . Within a school context, we suggest that social capital contains four central concepts that operate across five important social networks. The concepts are trust, norms, reciprocity and values. The five networks of interest are those evident within the families of the children attending the school, those shared among the staff, networks of students, networks between students and staff, and networks between staff and parents or other carers. The form of each of these networks has implications for their potential impact on the outcomes of schooling, and the compatibility of perceptions of trust, norms and values within and between these networks will impact on the opportunities of young people to benefit from schooling. How does the policy/social capital relation currently operate? Overt attempts in education policy making to engage with the four key social capital concepts are not common but an exception is found in some policies that have specifically targeted first nation communities (White et al, 2005). Such explicit statements in policy concerning norms, values, trust and reciprocity acknowledge that within first nation communities there is a tradition towards collective ownership and decision-making and that networks and their norms are important aspects of" @default.
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• W1543586972 date "2007-11-01" @default.
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• W1543586972 title "The Role of Social Capital in Scottish Educational Policy" @default.
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