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.
|Number of pages||17|
|Journal||Compare: A Journal of Comparative and International Education|
|Early online date||20 Oct 2017|
|Publication status||Published - 2 Jan 2019|
- peer learning
- school improvement
- student leadership
- student participation
- student voice
- sub-Saharan Africa
FingerprintDive into the research topics of 'Radical student participation: lessons from an urban government primary school in Tigray, Ethiopia'. Together they form a unique fingerprint.
- Educational Futures Network
- School of Education - Lecturer in Education
- Centre for Comparative and International Research in Education
Person: Academic , Member