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dc.contributor.authorMcGonical, James-
dc.contributor.authorDoherty, Robert-
dc.contributor.authorAllan, Julie-
dc.contributor.authorMills, Sarah-
dc.contributor.authorCatts, Ralph-
dc.contributor.authorRedford, Morag-
dc.contributor.authorMcDonald, Andy-
dc.contributor.authorMott, Jane-
dc.contributor.authorBuckley, Christine-
dc.description.abstractThis paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers – Putnam, Bourdieu and Coleman – and explores how these might help to understand the changing contexts and pursue opportunities for growth.en_UK
dc.publisherBlackwell Publishing-
dc.relationMcGonical J, Doherty R, Allan J, Mills S, Catts R, Redford M, McDonald A, Mott J & Buckley C (2007) Social capital, social inclusion and changing school contexts: a Scottish perspective, British Journal of Educational Studies, 55 (1), pp. 77-94.-
dc.rightsThe definitive version is available at
dc.subjectsocial capitalen_UK
dc.subjectsocial inclusionen_UK
dc.titleSocial capital, social inclusion and changing school contexts: a Scottish perspectiveen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreasonPublisher requires 24 month embargo period-
dc.citation.jtitleBritish Journal of Educational Studies-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.contributor.affiliationUniversity of Glasgow-
dc.contributor.affiliationUniversity of Glasgow-
dc.contributor.affiliationEducation Management and Support-
dc.contributor.affiliationUniversity of Stirling-
dc.contributor.affiliationInitial Teacher Education-
dc.contributor.affiliationProfessional Education-
dc.contributor.affiliationMidlothian Council-
dc.contributor.affiliationUniversity of Aberdeen-
dc.contributor.affiliationNorth Lanarkshire Council-
Appears in Collections:Faculty of Social Sciences Journal Articles

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