ERIC Number: EJ1203266
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7925
EISSN: N/A
Radical Student Participation: Lessons from an Urban Government Primary School in Tigray, Ethiopia
Compare: A Journal of Comparative and International Education, v49 n1 p98-114 2019
Recent policies in Ethiopia put students at the heart of school improvement through structures for peer leadership and school-level consultation, evaluation and decision-making. This article draws on an ethnographic study of a government school in Tigray, Ethiopia, to explore how the participation and influence of students is achieved and mediated by structures and processes in school. Three key contexts of student participation are explored: positions of peer leadership (monitor, 'one-to-five' network leader); public evaluation sessions ("gim gima"); and the Parent Student Teacher Association (PSTA). Recommendations are made for sharing and strengthening democratic practices and for future research.
Descriptors: Foreign Countries, Student Participation, Elementary School Students, Urban Schools, Public Schools, Peer Influence, Student Leadership, Participative Decision Making, Educational Policy, Gender Differences, Accountability, Teacher Role, Student Role, Ethics, Teacher Behavior, Student Behavior, Parent Associations, Teacher Associations, Parent Teacher Cooperation
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Grant or Contract Numbers: N/A