Citation

Mitchell R. Compare 2019; 49(1): 98-114.

Copyright

(Copyright © 2019, Informa - Taylor and Francis Group)

DOI

10.1080/03057925.2017.1385390

PMID

unavailable

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.

Language: en

Keywords

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