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Publication - Dr Rafael Mitchell

    Radical student participation

    lessons from an urban government primary school in Tigray, Ethiopia

    Citation

    Mitchell, R, 2019, ‘Radical student participation: lessons from an urban government primary school in Tigray, Ethiopia’. Compare: A Journal of Comparative and International Education, vol 49., pp. 98-114

    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.

    Full details in the University publications repository