This document discusses social capital and its relationship to educational outcomes. It explores Coleman's (1988) definition of social capital as made up of social obligations and connections that build trust and shared norms. Greater social capital is linked to higher educational success. The document also examines different societal models of education - mechanical solidarity where individuality is minimized and education is uniform, and organic solidarity where education is specialized. It questions who decides where and how education takes place.

1. What does an education involve, where does it take place, and who decides? ECS Year 1 The Curriculum: Historical and Philosophical Perspectives

2. Social Capital and Educational Outcomes Social Capital The creation of human capital (James Coleman, 2000) Benefits accruing to individuals or families by virtue of their ties to others Access to institutional resources (Bourdieu, 1986) Social capital is made up of social obligations or connections

3. Coleman’s (1988) Definition of Social Capital Level of trust as evidenced by obligations and expectations Information channels Norms and sanctions that promote the common good over self-interest

4. Educational Outcomes Measured by achievement and attainment Coleman (1988)—greater amounts of social capital lead to higher educational success Bourdieu (2000)—power and control translates into principles of communication (class, gender, ethnicity)

5. What does education involve? How a society selects, classifies, distributes, transmits, and evaluates the educational knowledge it considers to be public reflects both the distribution of power and the principles of social control. (B. Bernstein, 2003)

6. Societal Interpretation of Education Mechanical Solidarity Each unit in the society is functionally equivalent Everyone is independent of anyone else Individuality is at a minimum and social roles are ascribed Common set of values, collective consciousness to which all individuals give allegiance and which regulates behaviour Individual personality is absorbed into collective personality

7. Consider…. What society fits the description of “Mechanical Solidarity”? Why do you think so? What would education look like in this society?

8. Organic Solidarity Units are functionally dependent on each other Division of labour is well developed Individuality is stressed Personal differences valued Each unit has a distinct and valued personality

9. Consider… What society fits the description of “Organic Solidarity”? Why do you think so? What would education look like in this society?

10. Where does education take place? Classroom? In the “field”? Community? Elsewhere?

11. Who decides where education takes place? Individuals? Government? Governing Educational Body? Others?

12. Seminar ALEC—building on paragraph structure Consider—using your “mind web”, discuss what you defined as education and what/who influenced your definitions Consider—what/who influences how the definition of education alters, who has access to education, and what is offered in education