ABSTRACT
In an era of democratic learning, it is incumbent upon school districts to create equitable mechanisms for knowledge sharing and information dissemination for all within school districts. Sociological perspectives of these networks (e.g. district offi ces), such as social capital and social accountability, offer theoretical lenses that can be used to determine school districts’ potential for innovative knowledge sharing and (de)cultivation of social capital in districts. A critical component of these theoretical perspectives, which serves as the foundation of such networks, is the element of trust. This chapter, therefore, sets the theoretical stage to discuss the (im)possibilities of (de)cultivating social capital-that is, trust-in school districts. For example, the information parents receive from district networks (e.g. via websites, newsletters, parent nights) can provide insights into their children’s school experiences, such as their successes and failures. Such information can help parents infl uence their children to engage with school-it can introduce parents and students to opportunities for educational mobility and resources and it can create potential contacts with teachers and school administrators-all of which have the potential to enhance their social capital (Sandefur and Lauman 1998).
