Abstract
In Ethiopia, as elsewhere in sub-Saharan Africa (SSA), there are efforts to broaden local stakeholder participation in structures and processes of school leadership. Despite advocacy from the World Bank, amongst others, research in SSA questions the extent to which such reforms reflect genuine democratisation. This study applies theories of power to the participation of local stakeholders (management, teachers, students and parents) based on ethnographic fieldwork conducted at a government primary school in Tigray. The study finds that management agendas dominate consultative and decision-making forums; however, these spaces also enable students and others to share their views on conduct within the school community, which serves an important accountability function.
Original language | English |
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Pages (from-to) | 49-55 |
Number of pages | 7 |
Journal | International Journal of Educational Development |
Volume | 55 |
Early online date | 7 Jun 2017 |
DOIs | |
Publication status | Published - 1 Jul 2017 |
Structured keywords
- SoE Centre for Comparative and International Research in Education
Keywords
- Accountability
- Community participation
- Democratisation
- Ethiopia
- Ethnographic case study
- Power analysis
- School leadership
- School-based management
- Student voice
- Sub-Saharan africa
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Dr Rafael Mitchell
- Educational Futures Network
- School of Education - Lecturer in Education
- Centre for Comparative and International Research in Education
Person: Academic , Member