Social capital and educational policy
Social capital and educational policy
This article examines the concept of social capital in relation to various educational policy initiatives. It compares and contrasts an empirical approach to such, in the work of writers like Putnam, Coleman, and Becker, with a more radical critique from the French social theorist Pierre Bourdieu. There is discussion of ZEPs (Zones of Educational Policy) in the national contexts of the UK, USA and Ireland with a measured consideration of their effectiveness. Reasons for and against such policies are addressed from a Bourdieusian perspective.
Social capital, Bourdieu, Educational Policy, Zones of Educational Priority, Coleman, Putnam, Becker
17-34
Grenfell, Michael
3f1954ca-ee82-46df-bd31-0b6c9c390ab1
Grenfell, Michael
3f1954ca-ee82-46df-bd31-0b6c9c390ab1
Abstract
This article examines the concept of social capital in relation to various educational policy initiatives. It compares and contrasts an empirical approach to such, in the work of writers like Putnam, Coleman, and Becker, with a more radical critique from the French social theorist Pierre Bourdieu. There is discussion of ZEPs (Zones of Educational Policy) in the national contexts of the UK, USA and Ireland with a measured consideration of their effectiveness. Reasons for and against such policies are addressed from a Bourdieusian perspective.
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e-pub ahead of print date: 18 June 2009
Keywords:
Social capital, Bourdieu, Educational Policy, Zones of Educational Priority, Coleman, Putnam, Becker
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Local EPrints ID: 488381
URI: http://eprints.soton.ac.uk/id/eprint/488381
ISSN: 1749-6896
PURE UUID: 38ee493d-0d4c-4e6c-bf7e-226397465f8e
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Date deposited: 21 Mar 2024 17:35
Last modified: 10 Apr 2024 01:33
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Author:
Michael Grenfell
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