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
Year: 2016
Type: dissertation
Abstract: This research explored the extent to which social capital is an approach used by \nNew Zealand’s Rural Education Activities Programmes (REAPs) to contribute to rural \neducation. Social capital was defined for the purposes of this study as the resource \nresiding in networks of individuals, based on mutual trust and shared social norms, \nwhich can be brokered and mobilised to achieve social benefits, particularly in the \napplication of knowledge and skills. A conceptual framework lays out four key \nelements from this definition which were investigated: networks, trust, social norms, \nand brokerage. \nGiven the lack of published material on REAPs and their work, a primarily \nqualitative design was utilised. Set within a constructivist epistemology and \ninterpretive phenomenological methodology, in-depth interviews with REAP managers \nand questionnaires for REAP learners were used to collect data. The aim was to \nexplore the lived experiences of these two REAP groups to identify their views on how \nREAPs operate so that those views could be considered within the social capital \nframework above. An inductive-deductive-inductive analysis approach was used to \nmaximise the extent to which findings reflected participant language. \nFindings from both REAP managers and learners supported the strong presence \nof the four social capital elements in REAP activity. In many cases the qualitative \nthemes were closely related, both within and across the four social capital elements. \nBoth strong (social) and weak (institutional) forms of trust were described as influencing \nlearner participation in networks, where REAPs played a role in brokering that \nparticipation within similar (bonded) and differing (bridged) networks. REAPs made \nuse of trusted relationships and valued-based decision making to gain local community \nand cultural knowledge to ensure the relevance of responsive learning activities. The \nresult was enhanced confidence and identity of learners to take part in other social \nactivities, including further learning and collective action. \nLived examples of these elements supported a social capital approach that fit \nwell with the lifelong learning and community development processes outlined by the \nREAP mandate. These processes were defined holistically to consider the integration of \nindividuals’ beliefs, viewpoints, and behaviours as much as skills and knowledge. The \nexplored social capital approach within lifelong learning and community development \ncontexts, yields clear recommendations for Government, REAPs, and partner \norganisations. Flexibility, values/identity-based education, and closing network gaps to \nfacilitate innovation come through as REAP social capital practices that could inform \npolicy and partnerships across the whole of the education sector. Further research is \nneeded to more closely consider the complex relationships of the identified social \ncapital themes. In terms of emergent themes, a deeper exploration of innovation \nproduced through brokerage within REAP activity is highlighted as a key area of \nresearch for future.
Author: Derek Morrison
Language: English
Topic: Education in Rural Contexts
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2531881795