Technocratic School Governance and South Africa's Quest for Democratic Participation

2007 ◽  
pp. 133-158
Author(s):  
Suzanne Grant Lewis ◽  
Jordan Naidoo
Keyword(s):  
School Governance ◽  
Democratic Participation

scholarly journals "... cada macaco no seu galho". A participação democrática na escola pública

2017 ◽  
Vol 30 (2) ◽  
pp. 275
Author(s):  
Pedro Patacho ◽  
Jurjo Torres Santomé
Keyword(s):  
Social Justice ◽  
Community Participation ◽  
School Governance ◽  
Democratic Participation ◽  
Structured Interviews ◽  
School Autonomy ◽  
Governance Model ◽  
Context Variables ◽  
Good Reputation

A participação das famílias e da comunidade foi um dos dois argumentos em que se apoiou o regime de autonomia, administração e gestão das escolas aprovado em Portugal em 2008. Contudo, não existe evidência de que esta participação esteja a contribuir para introduzir melhorias significativas nas escolas. O presente artigo emerge de um estudo de casos mais amplo que analisou a participação das famílias em dois agrupamentos de escolas dos subúrbios de Lisboa, ambos com boa reputação na comunidade, mas bastante diferentes relativamente às variáveis de contexto. Foram aplicados 438 questionários a pais e mães, 122 questionários a docentes da Educação Básica, e foram realizadas 20 entrevistas semiestruturadas com diversos participantes. Os resultados evidenciam sobretudo uma visão conservadora da educação escolar e uma contradição entre a retórica e a prática da participação democrática, parecendo esta constituir o mero cumprimento de um formalismo legal. Palavras-chave: Participação das famílias e da comunidade; Escola democrática; Justiça social; Autonomia escolar ABSTRACTThe participation of the families and the community was one of the two arguments underlying the Portuguese school governance model approved in 2008. However, there is no evidence that this participation has contributed to significant improvements in schools. This article emerges from a larger case study that analyzed the participation of families in two school clusters in the suburbs of Lisbon, both with a good reputation in the community, but quite different regarding the context variables. 438 questionnaires were applied to families, 122 to teachers, and 20 semi-structured interviews were conducted with several participants. Results show, above all, a conservative vision of education and a marked contradiction between the rhetoric and the practice of democratic participation, which seems to constitute the mere fulfillment of a legal formalism.Keywords: Family and community participation; Democratic school; Social justice; School autonomy 

scholarly journals Rivoluzioni silenti. La riforma degli organi collegiali nella storia della scuola

2021 ◽  
Vol 8 (1) ◽  
pp. 37-48
Author(s):  
Chiara Martinelli
Keyword(s):  
School Governance ◽  
Democratic Participation ◽  
Political Opinion ◽  
Italian School ◽  
Set Up ◽  
The Way

Up to nowadays, few research has been dealt with the so-called decreti delegati – i.e., the decrees Italian State enacted in 1974 for renovating scholastic governance. The paper aims at exploring how teachers, pupils and parents looked at the decrees and reacted to them. Sources as booklets and magazines are retrieved for the purpose. The paper shows a segmented framework: the new organisms introduced for guaranteeing school governance innovated Italian school radically and rationalized the way each school dealt with democratic participation which, since 1968, have been depending on headmasters’ political opinion. However, several elements introduced by the decrees jeopardized democratic participation and effectiveness in some of the most radical institutions they introduced. This event occurred, for example, with scholastic districts: even they were set up amidst the hope they would have guaranteed democratic participation, they were deprived by any deliberating power. 

scholarly journals School Governance and Social Justice in South Africa: A Review of Research from 1996 to 2016

2020 ◽  
Vol 24 ◽  
Author(s):  
Pontso Moorosi ◽  
Bongani Bantwini ◽  
Itumeleng Molale ◽  
Nolutho Diko
Keyword(s):  
South Africa ◽  
Systematic Review ◽  
Social Justice ◽  
Education System ◽  
Small Body ◽  
Democratic Society ◽  
School Governance ◽  
Future Research ◽  
Democratic Participation ◽  
The Social

In this article, we conduct a systematic review of school governance literature in order to examine the influence of the social justice agenda in South Africa between 1996 and 2016. The review explores the nature and scope of school governance research, the methodologies used as well as the theoretical constructs underpinning the research in the identified period. We used search words related to school governance to identify electronically published academic material. By way of analysis, we employed a combination of descriptive quantitative and qualitative forms of systematic review. The findings reveal a relatively small body of research spread across local and international journals that mostly investigates issues around democratic participation and representation. Although redressing the education system was viewed as one of the major catalysts in restoring the values necessary for a socially just and democratic society, school governance research is not underpinned by the analysis of social justice. We conclude by reflecting on limitations and making suggestions for future research.

The Annals of the Parish: Referendum Year 2014

2015 ◽  
Vol 24 (1) ◽  
pp. 1-21
Author(s):  
Eberhard Bort
Keyword(s):  
United Kingdom ◽  
Power Relations ◽  
Status Quo ◽  
Democratic Participation ◽  
Top Down ◽  
The United Kingdom ◽  
Scottish Parliament ◽  
National Conversation ◽  
Scottish Independence

The decisive No vote in the Scottish independence referendum on 18 September 2014 was not a vote for the constitutional status quo, although it confirmed that Scotland would remain part of the United Kingdom. The referendum outcome is likely to have far-reaching consequences for the power relations between London and Edinburgh and, perhaps more than expected, for the constitutional future of the entire UK. A tight timetable for the delivery of extra powers for the Scottish Parliament is in place, and the ‘elephant in the room’, the constitutional status and governance of England, is now firmly on the agenda. There is also pressure for decentralisation in Scotland itself. And the huge ‘democratic awakening’ which characterised this ‘national conversation’ about Scotland's future, with massive democratic participation and a record turnout, demands that these changes will have to be brought about in a participative way – and not ‘top-down’, as a Westminster or Holyrood ‘stitch-up’.

Parental Involvement in School Governance and Decision Making in Israel

2012 ◽  
Vol 33 (3) ◽  
pp. 216-236 ◽  
Author(s):  
Adam E. Nir ◽  
Ronit Bogler
Keyword(s):  
Decision Making ◽  
Parental Involvement ◽  
School Governance
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