How do school networks operate to support DEIS schools? A case study analysis of two Transforming Education through Dialogue (TED) Project facilitated school networks

Abstract

This research sought to understand two networks of DEIS schools, PLUS and OSCAILT, from members’ perspectives including their evolution, how they operate to support members and how learning and knowledge creation take place within and beyond the networks.

A qualitative, instrumental case study research design (Stake 1995) was adopted involving primary data collection through focus groups, individual interviews and surveys and secondary analysis of relevant documents.

A Conceptual Framework to understand PLUS and OSCAILT is presented, informed by policy, practice and theory. This encompasses influential policy developments and draws on school network literature to establish the practice base and key elements in the analysis of school networks. Social capital theory and Communities of Practice (CoPs) are adopted as theoretical lenses to illuminate how the networks operate at the individual and collective level and the way in which learning occurs. Given the DEIS school context, the Framework draws on the theory of Bourdieu on economic, cultural and social capital to highlight social class and other differentials in educational outcomes in Ireland and address the persistence and perpetuation of inequality in education through social reproduction and the ideology of meritocracy.

Four key propositions are proffered based on the research findings. Firstly, the networks enhance bridging, bonding and linking social capital of members. Secondly, the networks are Communities of Practice that enhance learning, professional development growth and leadership skills of members. Additionally, the networks support key policy areas for schools including wellbeing, DEIS plans and School Self-Evaluation. Finally, the challenges of networking as experienced by participants and limitations of these particular networks are explored.

Essentially, PLUS and OSCAILT have been found to support DEIS schools to respond to intractable social issues by building professional capital, supporting wellbeing, connecting network priorities to those of key stakeholders and building lateral capacity for systemic change.