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© Koninklijke Brill NV, Leiden, 2009 DOI: 10.1163/156853109X436847 Asian Journal of Social Science 37 (2009) 480–510 brill.nl/ajss What is Social Capital? A Comprehensive Review of the Concept Humnath Bhandari and Kumi Yasunobu International Rice Research Institute and Tottori University

In: Asian Journal of Social Science
Social Capital, Professionalism and Diversity is a response to the challenges faced by teachers and other public sector professionals in attempting to manage an increasingly diverse population, whilst simultaneously being subjected to public scrutiny through measures of performance.
Social capital has increasingly been seen by policy makers and academics as a possible resource for education, allowing children and young people, and the professionals who work with them, to do better as a result of having strong networks, relationships and trust. There has, however, been little attention to how social capital might actually be used by professionals within educational contexts or to the benefits of enhanced social capital for children and young people, their families, and the professionals themselves.
The contributors to this volume provide commentaries on what is known about social capital and its use in educational contexts; the engagement of teachers and other professionals with diversity; and social capital and diversity among children, young people and families.
Social Capital, Professionalism and Diversity will appeal to teacher educators and policymakers with concerns about the challenges faced by teachers and other public sector professionals and with an interest in how social capital might enable an effective response to diversity in educational contexts. The book will be of particular interest and use to student and beginning teachers in responding to diversity as they develop their own professional identities and to practising teachers with an interest in pursuing new forms of professional renewal.

-ranging discussions and debates about the nature and functions of trust and, more generally, social capital. There is, prima facie , some plausibility to claims that the associational engagements and shared cooperative practices constitutive of sports foster the kinds of networks of social trust, norms and ties that

In: Comparative Sociology

transnational connectedness (Gillespie 2000; Keles 2015; Smets 2016), this article analyzes the generation and accumulation of social capital through the Internet and its applications. Drawing on my empirical research on the Kurdish diaspora and employing social capital theories, I criticize Anderson

In: Middle East Journal of Culture and Communication
Author: Ignatius Swart

1. Introduction This article constitutes the latest outcome of my scholarly undertaking of the last decade and a half to develop a focus on the concept of social capital 1 as part of a larger South African research interest in the field of religion and development. 2 From this

In: Religion and Theology
Author: Olivier Rubin

Introduction This article uses social capital theory to explore the relationship between vulnerable groups and local authorities in the context of flooding disasters. The article draws on the analytical division of social capital into three categories: (i) bonding social capital

In: Asian Journal of Social Science
Author: Michael Smith

* The author would like to thank Steve Taylor for advice and suggestions. 1 Introduction Research on social capital and theology has largely focussed on connections between religious affiliation and social engagement (Park and Smith 2000 ; Wuthnow 2002 ). While these studies have helped

In: Journal of Empirical Theology

*The authors extend their thanks to the International Development Research Centre (idrc) for its funding of this project, and especially to Luc Mougeot for his unstinting encouragement and support. 1 Social Capital Formation as a Policy Response to Youth Marginalisation in Latin America It

In: The International Journal of Children's Rights
Much has been written of late about the need to reform school systems across the world. In like manner there have been many attempts to change school systems for the better but without a great deal of success. This, in part, has much to do with the inertia in school systems and the nature of the work. The professional isolation of teachers from one another in schools is no excuse but it is a key factor in the development of system wide professional capital. This book explores the importance of school leadership and the use of digital media to develop social capital in schools. Particular examples of school reforms that focused on developing professional capital with varying degrees of success are to be seen in the UAE, in reforms to the Australian middle school, and in attempts to reform the Community College in the USA.
Throughout the book there are three powerful ideas associated with successful large scale reforms. First, there are the structural elements that all successful school systems have in common including revised curriculum standards, a reliable assessment system, technical skills of teachers and school leaders, a comprehensive data system, rewards and remuneration of workforce and policy documents to support change. Second, strategic imperatives such as the singular focus on teaching and learning for student success, the need to build workforce capacity in schools, the need to ensure system wide implementation of reforms and the importance of collaboration and team building. Third, the systematic development of professional learning communities and teacher leadership will increase social capital in schools which will ensure student success. This book looks at overcoming the inertia to school reform in education systems caused by structural deficiencies, strategic shortfalls and implementation procedures.

Validity of a Social Capital Measurement Tool in Vietnam T  T   T  H  * Department of Urban Development and Policy London South Bank University together with N  T  H , M  D  S , V  T  T  H , T  T  L , N  T  V  H   D  D