SPrED & social capital_110515
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Using the concept of bridging social capital to interpret the processes and outcomes of one particular international education programme.
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SPrED & social capital_110515
- 1. Social Capital and Education Dr Katy Vigurs Staffordshire University âRelationships Matterâ: Phenomenon of Bridging Social Capital
- 2. What do we mean when we talk about âcapitalâ? ⢠âCapitalâ refers to the range of resources that is possessed by individuals, groups, organisations and societies. ⢠This capital (or set of resources) potentially provides those who possess it with advantage and benefits in certain contexts.
- 3. Different Types of Capital ⢠Natural â e.g. forests, oceans, living organisms ⢠Financial â e.g. financial earnings & things you own ⢠Human â e.g. the skills & capabilities of people ⢠Cultural â e.g. level of education, attitudes, values and cultural tastes (assets that promote social mobility) ⢠Social â e.g. social contacts, relationships and social networks. Who we know and how we use them.
- 4. Weâre going to focus on the role of social capital in education Networks for learning?
- 5. First, we need to know a bit more about social capital⌠1. What are the different types of social capital? 2. What do these âtypesâ produce? 3. What examples can we see in schools?
- 6. What is social capital? ⢠Social capital = benefits gained from the social relationships and networks you are part of. ⢠Different types/levels of social capital provide different types of benefits.
- 7. Types of Social Capital ⢠Bonding Social Capital ⢠Bridging Social Capital ⢠Linking Social Capital Most people have access to all three types to greater or lesser extents
- 8. Bonding Social Capital ⢠Very strong, enduring relationships that are multifaceted (across lots of different contexts) ⢠Usually provide unconditional support in numerous ways. Feelings of safety. Belonging. ⢠Most often found in the family or a community of worship (e.g. belonging to a Church) or a very close group of friends ⢠WARNING: if people only have access to bonding social capital there can be negative consequences. E.g. exclusion of outsiders
- 9. Bridging Social Capital ⢠Comes from the connections between people who have a shared interest or concern but belong to other groups too. ⢠Usually found between colleagues, neighbours or between different groups within a community. ⢠Can provide access to new ideas, information, knowledge. Outward looking. Generate broader identities and reciprocity. ⢠Important for managing diversity and maintaining cohesion between different groups.
- 10. Bridging Social Capital ⢠Bridging social capital can occur ânaturallyâ because of where you are employed and your role in that organisation. ⢠It can also be developed deliberately. E.g. conscious professional networking, work experience programmes, the SPrED project. ⢠You have to look after the relationships that produce bridging social capital. In some cases levels may deplete if connections are not activated regularly.
- 11. Linking Social Capital ⢠Comes from connections developing between people in very different situations or contexts. ⢠Usually there is a hierarchical aspect to the relationship or a difference in power. ⢠Can enable those with âless powerâ to access and leverage a wider range of resources than usually available. ⢠Can happen formally or informally. ⢠Head Teacher Breakfasts V Professional âSmirtingâ
- 12. Can we use the concept of bridging social capital to interpret the process and outcomes of SPrED?
- 13. Bridging Social Capital in SPrED ⢠SPrED participants to find someone who is new to the project. Tell them how bridging social capital has been developed and what benefits that has produced and for whom: 1. Who have you developed social connections with during SPrED? 2 examples each. 2. How did this happen? What conditions were necessary to build these connections? 3. What sorts of benefits have occurred as a result of these connections?
- 14. Reflections on bridging social capital in practice ⢠What occurred as a result of formal and structured activities? ⢠What occurred as a result of more informal processes? ⢠What have we learned? ⢠What do future projects need to consider? ⢠Is it useful to think about the types of social capital that a project or activity could build or develop? Is this idea transferrable?
- 15. Building bridging social capital was one of SPrEDâs fundamental aims?
- 16. Pairing schools Pairing professionals Observing othersâ practice
- 17. Seeing things differently through âanother pair of eyesâ: Benefits to professional pairs & Benefits to wider group
- 19. âIâm going to steal thatâ
- 20. Programme design was crucial BUT importance of the informal
- 21. Shared space (physical and virtual)
- 23. Further Reading Allan, J. and Catts, R. (2012) (Eds) Social Capital, Children and Young People, Bristol: Policy Press. Baron, S., Field, J. and Schuller, T. (2000) (Eds) Social Capital: Critical Perspectives, Oxford: Oxford University Press. Gilchrist, A. (2009) The Well-Connected Community: A Networking Approach to Community Development, Bristol: Policy Press. Smith, M. K. (2000-2009). âSocial capitalâ, the encyclopedia of informal education. http://infed.org/mobi/social-capital/ Retrieved: 1/5/15
Editor's Notes
- Professional introductions & background to involvement in SPrED. I think the SPrED Project has been successful in developing high levels of bridging social capital between schools (including both teachers and leaders) in Denmark and England. I want us to explore what social capital is in more depth and to discuss why it is significant for education.
- You can use these categories to ask questions of yourself, your school, your learners. What sorts of capital are available to different people? How might this advantage or disadvantage them? If they might be disadvantaged by the capital they do or donât possess, what sorts of things could schools do to address this? Bourdieu shows how the wealthy and powerful use their social capital ("old boys networkâ) to maintain advantages for themselves, their social class, and their children.
- Social networks have value. To have access to social capital, you need to be connected to other people and groups. Bourdieuâs work tends to show how social capital can be used practically to produce or reproduce inequality in society, for instance how people gain access to powerful positions through the direct and indirect use of social connections. Edwards and Foley raised two key issues in the study of social capital. First, social capital is not equally available to all, in much the same way that other forms of capital are differently available. E.g. Geographic and social isolation can limit access to social capital. Second, not all social capital is created equally. The type, scope and level of resources/opportunities you can get access to depends on the people you are connected to and what capitals they have at their disposal.
- Theoretical model for thinking about the nature and purpose of different interactions between people and groups. One type is not better than another. They have different positives and negatives.
- Group activity.