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Radical student participation: lessons from an urban government primary school in Tigray, Ethiopia

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Radical student participation : lessons from an urban government primary school in Tigray, Ethiopia. / Mitchell, Rafael.

In: Compare: A Journal of Comparative and International Education, Vol. 49, No. 1, 02.01.2019, p. 98-114.

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Mitchell, Rafael. / Radical student participation : lessons from an urban government primary school in Tigray, Ethiopia. In: Compare: A Journal of Comparative and International Education. 2019 ; Vol. 49, No. 1. pp. 98-114.

Bibtex

@article{0fa73ab973174cbaa5b5880eb7089a72,
title = "Radical student participation: lessons from an urban government primary school in Tigray, Ethiopia",
abstract = "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.",
keywords = "Accountability, Ethiopia, peer learning, school improvement, student leadership, student participation, student voice, sub-Saharan Africa",
author = "Rafael Mitchell",
year = "2019",
month = "1",
day = "2",
doi = "10.1080/03057925.2017.1385390",
language = "English",
volume = "49",
pages = "98--114",
journal = "Compare: A Journal of Comparative and International Education",
issn = "0305-7925",
publisher = "Taylor & Francis Group",
number = "1",

}

RIS - suitable for import to EndNote

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T1 - Radical student participation

T2 - lessons from an urban government primary school in Tigray, Ethiopia

AU - Mitchell, Rafael

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N2 - 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.

AB - 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.

KW - Accountability

KW - Ethiopia

KW - peer learning

KW - school improvement

KW - student leadership

KW - student participation

KW - student voice

KW - sub-Saharan Africa

UR - http://www.scopus.com/inward/record.url?scp=85020310859&partnerID=8YFLogxK

UR - https://www.repository.cam.ac.uk/handle/1810/268199

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DO - 10.1080/03057925.2017.1385390

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JO - Compare: A Journal of Comparative and International Education

JF - Compare: A Journal of Comparative and International Education

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