Conference:
ECER 2009
Format:
Symposium Paper
Session Information
14 SES 03, Harnessing Social Capital to Meet the Needs of Children & Young People in Challenging Urban Contexts
Symposium
Time:
2009-09-28
14:00-15:30
Room:
JUR, HS 10
Chair:
Kathryn Riley
Discussant:
Lejf Moos
Contribution
Research conducted in parallel by French and Portuguese teams identifies effective teaching practices for teachers and school principals in highly disadvantaged areas. According to current research, effective schools are those which are considering the local environment as a resource, and contribute to the establishment and operation of networks linking different actors of education: parents, associations, elected school boards and educational institutions.
The questions we are asking are: How do those actors, including those which seem culturally more distant from the academic standards in force create "a shared educational space"? How is the relationship and cooperative network which is built between players different from the statutes and cultural resources to which they have access?
The Anglo-Saxon approaches to the concept of social capital (Putnam, Coleman), can be distinguished from the French philosophical and political approach (Bourdieu). Both offer relevant tools to analyze the construction of horizontal networks.
Method
Methodology: Case studies of training activities in France, two studies in the suburbs of Paris investigating the establishment and operation of two educational networks, a network initiated by the municipality, a network initiated by a school. In Portugal, a case study of an action research training on the outskirts of Lisbon in a facility located in Territory Education Educational Priority (TEIP). We will study various initiatives involving the development of communities and their impact on local cultural dynamics.
Expected Outcomes
References
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