Exploring New Zealand’s Rural Education Activities Programmes (REAPs): Social capital in a lifelong learning and community development context : A thesis presented in partial fulfillment of the requirements for the degree of Doctorate of Education at Massey University, Palmerston North, New Zealand
Loading...
Date
2016
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
Rights
The Author
Abstract
This research explored the extent to which social capital is an approach used by
New Zealand’s Rural Education Activities Programmes (REAPs) to contribute to rural
education. Social capital was defined for the purposes of this study as the resource
residing in networks of individuals, based on mutual trust and shared social norms,
which can be brokered and mobilised to achieve social benefits, particularly in the
application of knowledge and skills. A conceptual framework lays out four key
elements from this definition which were investigated: networks, trust, social norms,
and brokerage.
Given the lack of published material on REAPs and their work, a primarily
qualitative design was utilised. Set within a constructivist epistemology and
interpretive phenomenological methodology, in-depth interviews with REAP managers
and questionnaires for REAP learners were used to collect data. The aim was to
explore the lived experiences of these two REAP groups to identify their views on how
REAPs operate so that those views could be considered within the social capital
framework above. An inductive-deductive-inductive analysis approach was used to
maximise the extent to which findings reflected participant language.
Findings from both REAP managers and learners supported the strong presence
of the four social capital elements in REAP activity. In many cases the qualitative
themes were closely related, both within and across the four social capital elements.
Both strong (social) and weak (institutional) forms of trust were described as influencing
learner participation in networks, where REAPs played a role in brokering that
participation within similar (bonded) and differing (bridged) networks. REAPs made
use of trusted relationships and valued-based decision making to gain local community
and cultural knowledge to ensure the relevance of responsive learning activities. The
result was enhanced confidence and identity of learners to take part in other social
activities, including further learning and collective action.
Lived examples of these elements supported a social capital approach that fit
well with the lifelong learning and community development processes outlined by the
REAP mandate. These processes were defined holistically to consider the integration of
individuals’ beliefs, viewpoints, and behaviours as much as skills and knowledge. The
explored social capital approach within lifelong learning and community development
contexts, yields clear recommendations for Government, REAPs, and partner
organisations. Flexibility, values/identity-based education, and closing network gaps to
facilitate innovation come through as REAP social capital practices that could inform
policy and partnerships across the whole of the education sector. Further research is
needed to more closely consider the complex relationships of the identified social
capital themes. In terms of emergent themes, a deeper exploration of innovation
produced through brokerage within REAP activity is highlighted as a key area of
research for future.
Description
Keywords
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education