Situated Learning and Social Capital

Abstract

This chapter critically examines the intersection of learning culture, identity, and community engagement within the context of Scottish island education, challenging the prevailing deficit narratives that frequently characterise these schools. It investigates the ways in which learners, educators, and families navigate educational opportunities and barriers in geographically remote environments, emphasising the resilience, innovation, and cultural richness of island communities. the chapter foregrounds the centrality of community cohesion and culturally responsive pedagogy in sustaining successful educational experiences through a critical review of key Scottish Government policies, the chapter assesses the extent to which national strategies address the distinct challenges and potentials of island schooling. The chapter concludes by advocating a strengths-based reimagining of island education. In doing so, it offers a contribution to current educational discourse by recognising Scottish island schools as deeply connected to their communities and environments.