ABSTRACT
In rethinking social cohesion in this way there has been a 'return' to social cohesion but it maintains its roots as a classical sociological concept. Although social and community cohesion appear to be somewhat reactionary concepts, policy makers have considered that there are indicators of cohesion that most would agree are normatively 'good' for society. A social democratic, even socialist, education system is therefore more likely to produce more socially cohesive outcomes as compared to a neo-liberal one. A post-modern awareness of schools as performances of majority culture would echo the theatrical alienation theory of Brecht. Instead schools generally, like the countries in which they are situated, produce barriers against cultural exchange and thereby prevent social cohesion. There is great potential for schools to contribute to social and community cohesion given the nature of the length of the school day and week and the obligations of schooling for young people under law.
