Towards a social capital-based heuristic framework for improved policy making in education
Towards a social capital-based heuristic framework for improved policy making in education
This chapter explores the potential of evidence-informed policymaking in education through the lens of social capital and its inverse - negative social capital. Despite its promise, evidence-informed policymaking faces significant implementation challenges, often exacerbated by the social structures and processes that shape policy decisions. Drawing on theories of social capital by Coleman, Putnam, and Bottery, as plus the concept of negative social capital, the authors propose a novel heuristic framework that enables policymakers to better navigate the complexities of social networks and communities: maximizing positive contributions while mitigating risks such as marginalization and inequity. The chapter examines how both formal institutional networks and informal professional relationships influence policy development, highlighting the interplay between network size, diversity, density, and individual positionality. By addressing the dual aspects of social capital—its potential to empower and its capacity to impose costs—the framework offers practical strategies for fostering more equitable and effective educational policies. The authors advocate for integrating these insights into policymaking to bridge the evidence-practice gap and enhance policy outcomes.
social capital, negative social capital, eduction, policy making, evidence-informed policy making, Policy advice
Hall, James
29e17a2b-dca0-4b91-be02-2ace4abaa6c4
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Hall, James
29e17a2b-dca0-4b91-be02-2ace4abaa6c4
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Hall, James and Brown, Chris
(2025)
Towards a social capital-based heuristic framework for improved policy making in education.
In,
Skerritt, Craig
(ed.)
Opportunities and Challenges for Policy Advice and Policy Making in Education: Future Possibilities.
Bloomsbury Publishing.
(In Press)
Record type:
Book Section
Abstract
This chapter explores the potential of evidence-informed policymaking in education through the lens of social capital and its inverse - negative social capital. Despite its promise, evidence-informed policymaking faces significant implementation challenges, often exacerbated by the social structures and processes that shape policy decisions. Drawing on theories of social capital by Coleman, Putnam, and Bottery, as plus the concept of negative social capital, the authors propose a novel heuristic framework that enables policymakers to better navigate the complexities of social networks and communities: maximizing positive contributions while mitigating risks such as marginalization and inequity. The chapter examines how both formal institutional networks and informal professional relationships influence policy development, highlighting the interplay between network size, diversity, density, and individual positionality. By addressing the dual aspects of social capital—its potential to empower and its capacity to impose costs—the framework offers practical strategies for fostering more equitable and effective educational policies. The authors advocate for integrating these insights into policymaking to bridge the evidence-practice gap and enhance policy outcomes.
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Hall and Brown - final 6_1_25
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Accepted/In Press date: 6 January 2025
Keywords:
social capital, negative social capital, eduction, policy making, evidence-informed policy making, Policy advice
Identifiers
Local EPrints ID: 499217
URI: http://eprints.soton.ac.uk/id/eprint/499217
PURE UUID: 30caed48-0724-4012-86db-66e26939c3b1
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Date deposited: 12 Mar 2025 17:36
Last modified: 13 Mar 2025 03:12
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Contributors
Author:
Chris Brown
Editor:
Craig Skerritt
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