Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1994. / Includes bibliographical references (leaves 135-149).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 150-151).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1994. / Includes bibliographical references (leaves 135-149).

Thesis advisor: Mary Jo Iozzio / Thesis (STL) — Boston College, 2014. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2006.

Thesis (M.A.)--Columbia Graduate School of Bible and Missions, 1984. / Includes abstract. Includes bibliographical references (leaves 129-139).

Thesis (D. Min.)--McCormick Theological Seminary, 2001. / Includes abstract. Description based on Print version record. Includes bibliographical references (leaves 125-126). Also available online via the World Wide Web.

Thesis (D. Min.)--McCormick Theological Seminary, 2001. / Includes abstract. Includes bibliographical references (leaves 125-126). Also available online via the World Wide Web.

Thesis (M.A.)--Columbia Graduate School of Bible and Missions, 1984. / Includes abstract. Includes bibliographical references (leaves 129-139).

This thesis is a detailed account and analysis of young disabled people‟s inclusions within one Further Education College. These inclusions were tied to a number of complex interactions between the people who exist there and key reforms to Further Education systems which aim to support an individual‟s capacity to offer entrepreneurial performances. Central to these reforms is alternative provision, which offer places in college to school aged students who risk failing to invest in the work-related skills and knowledge that apparently has measurable consequences for future earnings and social justice. This thesis shows how the inclusion of young disabled people in a contemporary college community has some unintended effects and consequences, and how their lives were differentially affected by social capital arising from social networks based on trust. An emancipatory, qualitative methodology was used to gather data. The findings provide important insights into how young disabled people possess, produce and utilise social capital, to build new relationships, to develop identity, to resist or manipulate pre-assigned social roles, networks and resources and to make the transition from school to college. In their own words, young disabled people question the sense of optimism often attributed to alternative provision and the extent to which their existence in college has overcome the social barriers and closed networks that can be associated with disabled people as a marginalised group. To harness such existences and to further develop social capital theory, my conclusions set out a young disabled person‟s negotiation of college as an ethical project in which everyone - college students, teaching staff and researchers - have work to do on themselves. This makes alternative provision not something that is just done to many young disabled people but a project for which everyone is responsible. This thesis, therefore, re-reads the story of alternative provision with a wary eye, using a critical approach to social capital theory. In doing so, the research not only confirms the significance of social capital as a crucial analytical tool for young disabled people, but also confronts the overly positive underpinnings of the social capital debate in education.