Abstract
ABSTRACT The choice of a social network analysis approach for the exploration of relationships in educational settings provides the opportunity for a unique perspective about informal networks of relationships. Rather than considering only the attributes of individuals or organizations, social network analysis affords the opportunity to also examine the social structure and social relations in which resources are embedded. Networks of relationships between educational professionals, researchers, policymakers, or philanthropic foundations now cross numerous boundaries such that global decisions and forces have implications at local levels, including inside classrooms. Understanding the flow of ideas and resources among individuals and between organizations may illuminate the conditions required to support innovative, sustainable, and equitable education networks. A consideration of ethical and methodological choices leads to propositions for the development of an understanding of the limitations, responsibilities and possibilities of choosing social network analysis.
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