This article offers a discussion of the uses that have been made of the concept "social capital" in educational policy and research. It does so from a perspective derived from the French social philosopher, Pierre Bourdieu. It draws attention to the language of Bourdieu's terminology, and both the empirical derivation and the epistemological implications of his "thinking tools". "Social capital" is examined in terms of leading theorists of the concept and contrasted with Bourdieu's version. The implications of these interpretations are explored with respect to policy aimed at enhancing "social capital" in educational contexts. Finally, further issues for policy makers and researchers are addressed in assessing the use that may be made of this concept and the wider field of theory of which it forms a part. (Contains 1 note.)