Social capital and the development of inclusive schools and communities

This article draws on empirical research to construct a theory on the development of inclusive schools and the promotion of social wellbeing in communities. It is argued that the theoretical construct of social capital is proving useful. It seems evident that one way to address social exclusion in school, community and society may be to build social capital. From such a perspective, human and social capital need to be seen as complex, complementary factors in explaining and understanding economic growth, social development and other aspects of wellbeing in a society. Furthermore the development of human and social capital is intrinsically contextual, and should be seen in the context of lifelong learning. In exploring these issues, the article presents a discussion of the trends that have emerged in a national pilot project aimed at implementing government policy on inclusive education in South Africa (Education White Paper 6, Department of Education, July 2001). It will be argued that the goal of inclusive education may be achieved through the development of social capital and that the skills and knowledge of human capital can be made available for the benefit of individuals, schools, and communities through social capital. A critical analysis of various change initiatives undertaken in the project with respect to human and social capital development and lifelong learning will be presented.