Radical Student Participation: Lessons from an Urban Government Primary School in Tigray, Ethiopia

Autor/in	Mitchell, Rafael
Titel	Radical Student Participation: Lessons from an Urban Government Primary School in Tigray, Ethiopia
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 1, S.98-114 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, Rafael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1385390
Schlagwörter	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; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Studentenwerk; Politics of education; Bildungspolitik; Geschlechterkonflikt; Verantwortung; Lehrerrolle; Ethik; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Elternvertretung; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Äthiopien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01