Disjunctured Reciprocity: Paradoxes of Community-School Relationship in Nepal

Autor/inn/en	Pradhan, Uma; Shrestha, Shivana; Valentin, Karen
Titel	Disjunctured Reciprocity: Paradoxes of Community-School Relationship in Nepal
Quelle	In: Globalisation, Societies and Education, 17 (2019) 5, S.561-573 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pradhan, Uma) ORCID (Valentin, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2019.1584032
Schlagwörter	School Community Relationship; Foreign Countries; School Administration; Community Involvement; Private Financial Support; Natural Disasters; Community Schools; Educational Policy; Donors; School Funds; Sense of Community; Administrative Organization; Community Responsibility; Nepal + Suchen Sie Ihr Suchwort? Ausland; Private Investition; Natural disaster; Naturkatastrophe; Community school; ; Gemeindeschule; Gemeinschaftsschule; Politics of education; Bildungspolitik
Abstract	Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01