Responding to complexity in disadvantaged school contexts: the role of school networks in building social capital

School networks have become increasingly prevalent in education in recent decades, particularly with a focus on improving student outcomes in contexts of socio-economic disadvantage. To address the lacunae of literature and research nationally, this article presents findings from original case study research on two networks of disadvantaged schools in Ireland. Data was collected from interviews, focus groups, surveys with network members and documentary analysis. Drawing on international literature on school networks, social capital, social theory, and teacher professional learning (TPL) and findings from the research, this article explores how networking can support the development of individual members’ bonding social capital through peer interaction and development of their professional capital to enhance capacity to respond to complexity. Additionally, it outlines how fostering bridging and linking social capital can support schools in disadvantaged contexts to collectively respond to intractable social issues by connecting network members’ priorities to those of key stakeholders and building lateral capacity. As such, these networks can be viewed as a divergent approach to TPL that also supports schools to develop networked agency to respond to complexity and change in Irish society.