Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/39857
Title: Democracy or control? The participation of management, teachers, students and parents in school leadership in Tigray, Ethiopia
Authors: Mitchell, Rafael
First Published: 7-Jun-2017
Publisher: Elsevier
Citation: International Journal of Educational Development, 2017, 55, pp. 49–55
Abstract: In Ethiopia, as elsewhere in sub-Saharan Africa (SSA), there are efforts to broaden local stakeholder participation in structures and processes of school leadership. Despite advocacy from the World Bank, amongst others, research in SSA questions the extent to which such reforms reflect genuine democratisation. This study applies theories of power to the participation of local stakeholders (management, teachers, students and parents) based on ethnographic fieldwork conducted at a government primary school in Tigray. The study finds that management agendas dominate consultative and decision-making forums; however, these spaces also enable students and others to share their views on conduct within the school community, which serves an important accountability function.
DOI Link: 10.1016/j.ijedudev.2017.05.005
ISSN: 0738-0593
Links: http://www.sciencedirect.com/science/article/pii/S0738059317301645
http://hdl.handle.net/2381/39857
Embargo on file until: 7-Jun-2019
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © Elsevier 2017. After an embargo period this version of the paper will be an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Description: The file associated with this record is under embargo until 24 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Education

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