4.1 Article

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

Publisher

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03057925.2017.1385390

Keywords

Accountability; Ethiopia; peer learning; school improvement; student leadership; student participation; student voice; sub-Saharan Africa

Funding

  1. School of Education, University of Leicester

Ask authors/readers for more resources

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.

Authors

I am an author on this paper
Click your name to claim this paper and add it to your profile.

Reviews

Primary Rating

4.1
Not enough ratings

Secondary Ratings

Novelty
-
Significance
-
Scientific rigor
-
Rate this paper

Recommended

No Data Available
No Data Available