Democracy or control? The participation of management, teachers, students and parents in school leadership in Tigray, Ethiopia

Rafael Mitchell*

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

10 Citations (Scopus)

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 languageEnglish
Pages (from-to)49-55
Number of pages7
JournalInternational Journal of Educational Development
Volume55
Early online date7 Jun 2017
DOIs
Publication statusPublished - 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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