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The currency of social capital serves as an important function
given the capacity to generate external access (getting to) and
internal accountability (getting through) for individuals and
institutions alike. Pierre Bourdieu (1986) defines social capital
as "the aggregate of the actual or potential resources which are
linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance and
recognition or in other words, to membership in a group" (p. 251).
Social capital contains embedded resources as a tool for
manifesting opportunities and options among individuals and groups.
Inevitably, the aforementioned opportunities and options become
reflective of the depth and breadth of access and accountability
experienced by the individual and institution. As educational
stakeholders, we must consistently challenge ourselves with the
question, "How do K-12 schools and colleges and universities
accomplish shared, egalitarian goals of achieving access and
accountability?" Such goals become fundamental toward ensuring
students matriculating through K-12 and higher education,
irrespective of background, are provided the caliber of education
and schooling experience to prepare them for economic mobility and
social stability. To that end, the volume, Contemporary
Perspectives on Social Capital in Educational Contexts (2019), as
part of the book series, Contemporary Perspectives on Capital in
Educational Contexts, offers a unique opportunity to explore social
capital as a currency conduit for creating external access and
internal accountability for K-12 and higher education. The
commonalities of social capital emerging within the 12 chapters of
the volume include the following: 1) Social Capital as Human
Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social
Capital as Intentional Engagement; and 4) Social Capital as
Culturally-Responsive Leadership. Thus, it becomes important for
institutions of education (i.e. secondary, postsecondary,
continuing) and individuals to assume efforts with intentionality
and deliberateness to promote access and accountability.
The currency of social capital serves as an important function
given the capacity to generate external access (getting to) and
internal accountability (getting through) for individuals and
institutions alike. Pierre Bourdieu (1986) defines social capital
as "the aggregate of the actual or potential resources which are
linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance and
recognition or in other words, to membership in a group" (p. 251).
Social capital contains embedded resources as a tool for
manifesting opportunities and options among individuals and groups.
Inevitably, the aforementioned opportunities and options become
reflective of the depth and breadth of access and accountability
experienced by the individual and institution. As educational
stakeholders, we must consistently challenge ourselves with the
question, "How do K-12 schools and colleges and universities
accomplish shared, egalitarian goals of achieving access and
accountability?" Such goals become fundamental toward ensuring
students matriculating through K-12 and higher education,
irrespective of background, are provided the caliber of education
and schooling experience to prepare them for economic mobility and
social stability. To that end, the volume, Contemporary
Perspectives on Social Capital in Educational Contexts (2019), as
part of the book series, Contemporary Perspectives on Capital in
Educational Contexts, offers a unique opportunity to explore social
capital as a currency conduit for creating external access and
internal accountability for K-12 and higher education. The
commonalities of social capital emerging within the 12 chapters of
the volume include the following: 1) Social Capital as Human
Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social
Capital as Intentional Engagement; and 4) Social Capital as
Culturally-Responsive Leadership. Thus, it becomes important for
institutions of education (i.e. secondary, postsecondary,
continuing) and individuals to assume efforts with intentionality
and deliberateness to promote access and accountability.
A volume in Contemporary Perspectives on Capital in Educational
Contexts Series Editor RoSusan D. Bartee, University of Mississippi
The edited volume, Contemporary Perspectives on Capital in
Educational Contexts, is timely in its unique and appropriate
analyses of the prevailing internal and external dynamics of
capital as indicative of the type of currency within institutional
structures or the currency among individual stakeholders of
education. The intersection of capital and currency emerges
similarly and differently within the American compulsory-based
system of K-12 and the choice-based system of higher education.
More specifically, Contemporary Perspectives on Capital in
Educational Contexts disentangles the broader challenges and
opportunities of the institution of education and the individuals
who comprise. Emerging insights from the analyses provide an
informed basis for ascertaining the rules of engagement and means
of negotiation for the respective constituencies. With that said,
this volume essentially responds to three important questions: 1)
What are the tenets of capital and currency in public schools and
higher education?; 2 ) How do institutions and individuals navigate
those tenets?; and 3) What general and specific implications do
capital hold for the educational pipeline and beyond? These
questions provide a useful framework for engaging critical
conversations about the dynamics of capital while offering
perspectives about how to improve the quality of currency in K-12
or colleges and universities. These questions further serve as a
basis for eliciting more questions toward the consideration capital
as both a conceptual construct and applicable model. Contemporary
Perspectives on Capital in Educational Contexts, too, is an
expansion of the work of School matters: Why African American
students need multiple forms of capital, where Bartee & Brown
(2006) examines how the acquisition and possession of capital
equips African American students in a highperforming,
high-achieving magnet school in Chicago for competitiveness in
school-generated and non-school generated activities. Success
experienced by the students and the school become associated with
the academic rigor and reputation while any shortcomings reflect an
inadequate capacity of the school or the student to appropriately
engage the other. School matters: Why African American students
need multiple forms of capital (2006) further introduces an initial
exploration of different forms of capital as producer (improve the
status quo through inputs), consumer (participant based upon
outputs), and regulator (maintain the status quo through the
process) within the educational system. The multifaceted role of
capital demonstrates its span of influence for institutional and
individual capacities.
A volume in Contemporary Perspectives on Capital in Educational
Contexts Series Editor RoSusan D. Bartee, University of Mississippi
The edited volume, Contemporary Perspectives on Capital in
Educational Contexts, is timely in its unique and appropriate
analyses of the prevailing internal and external dynamics of
capital as indicative of the type of currency within institutional
structures or the currency among individual stakeholders of
education. The intersection of capital and currency emerges
similarly and differently within the American compulsory-based
system of K-12 and the choice-based system of higher education.
More specifically, Contemporary Perspectives on Capital in
Educational Contexts disentangles the broader challenges and
opportunities of the institution of education and the individuals
who comprise. Emerging insights from the analyses provide an
informed basis for ascertaining the rules of engagement and means
of negotiation for the respective constituencies. With that said,
this volume essentially responds to three important questions: 1)
What are the tenets of capital and currency in public schools and
higher education?; 2 ) How do institutions and individuals navigate
those tenets?; and 3) What general and specific implications do
capital hold for the educational pipeline and beyond? These
questions provide a useful framework for engaging critical
conversations about the dynamics of capital while offering
perspectives about how to improve the quality of currency in K-12
or colleges and universities. These questions further serve as a
basis for eliciting more questions toward the consideration capital
as both a conceptual construct and applicable model. Contemporary
Perspectives on Capital in Educational Contexts, too, is an
expansion of the work of School matters: Why African American
students need multiple forms of capital, where Bartee & Brown
(2006) examines how the acquisition and possession of capital
equips African American students in a highperforming,
high-achieving magnet school in Chicago for competitiveness in
school-generated and non-school generated activities. Success
experienced by the students and the school become associated with
the academic rigor and reputation while any shortcomings reflect an
inadequate capacity of the school or the student to appropriately
engage the other. School matters: Why African American students
need multiple forms of capital (2006) further introduces an initial
exploration of different forms of capital as producer (improve the
status quo through inputs), consumer (participant based upon
outputs), and regulator (maintain the status quo through the
process) within the educational system. The multifaceted role of
capital demonstrates its span of influence for institutional and
individual capacities.
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