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 Community Forum on Education in Wellington's Eastern Suburbs: A Case Study on Choice and Democratic Community Participation in New Zealand Education Policy

2021 ◽  
Author(s):  
◽  
Ruth Lillian Mansell
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Community Participation ◽  
Free Market ◽  
New Right ◽  
Democratic Participation ◽  
Individual Freedom ◽  
Freedom Of Choice ◽  
Democratic Community

<p>Two different ideologies were entwined in the revolutionary reforms of the New Zealand education system implemented in 1989. One was represented by a belief, long held in New Zealand, in democratic participation of communities in decisions that affect them, as a way of empowering diverse groups of people and promoting equity for minority and disadvantaged groups. The second was the free market neo-liberalism of the New Right which emphasised the rights and responsibilities of individual people to choose for themselves what they wanted. This belief is seen as an epiphyte growing vigorously onto the main trunk of democratic egalitarian ideals. The notion of choice seemed, in the initial rhetoric of the reforms, to span both beliefs in a way that represented a settlement of the two different ideals. Community Forums on Education was one of the new policies which seemed to meet both these ideals, providing a means for communities to affect decisions about education issues in their own district and for parents through their Board of Trustees to exercise their own choice for what kind of school they wanted. The way in which the two parts of the tree of education policy grew together is examined first through an analysis of the intentions of those who developed the policy for Community Forums on Education, and then in a case study of the implementation of the policy in the third of the Forums which took place in the Eastern Suburbs of Wellington in 1990. The perceptions of some of the participants in this Forum are reported and analysed. Tensions and conflicts between the two ideals are revealed in both the process and the outcomes of this Forum, as the participants discover that the simple market understanding of choice is increasingly favoured by the politicians who still make the final decisions. The participants describe the conditions which they believe are needed for the more complex democratic community participation to succeed. Their growing frustration and disillusionment is described as they discover that political imperatives for quick decisions, tighter central control, and constrained resources ensure these conditions are not met. This Forum is perceived by many to have given the choice to the already privileged minority, who have advantages of time, access to information, confidence in the language of the market and money. In the light of this Forum, I consider in the concluding section the relationship and interaction between two interpretations of democracy - 'strong' democracy characterised by community participation and 'thin' democracy extolling individual freedom of choice. The question that is raised is whether it is possible, under a New Right regime committed to individual freedom of choice, for the conditions necessary for democratic participation to flourish.</p>

scholarly journals School Choice, School Culture and Social Justice: A Canadian Case Study

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
David Ball ◽  
Darren Lund
Keyword(s):  
Social Justice ◽  
School Choice ◽  
School Setting ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers And Students ◽  
Alternative Educational Programs ◽  
The Impact

This paper reports on findings from a case study conducted in a public school offering multiple programs of choice. A guiding purpose of the study was to analyze the impact of operating multiple programs of choice in a single school setting on the organizational and lived culture of the school. The urban Alberta school under study offered alternative educational programs in science, Mandarin Immersion, special education and “regular” programs. Multiple methods of data collection followed an ethnographic approach, and included document and policy analysis, field observations, focus groups and semi-structured interviews with administrators, parents, teachers and students from each of the programs. The results reported here focus on related themes of equity and social justice related to analyses of school choice, attending specifically to participants’ understandings of power and privilege, with policy and practice implications. Themes included social class stratifications, marginalization within advantage, perceptions of disempowerment, fragmented school identity, limitations of choice programs, and perceptions of teaching staff quality.

scholarly journals Participação comunitária na gestão de recursos pesqueiros na Reserva Extrativista Marinha de Soure, Amazônia Marajoara (PA)

GeoTextos ◽  
2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Evandro Neves
Keyword(s):  
Community Participation ◽  
Environmental Governance ◽  
Participant Observation ◽  
Structured Interviews ◽  
Conservation Units ◽  
Extractive Reserve ◽  
Sustainable Resource Management ◽  
Fishing Resources ◽  
Extractive Reserves

As políticas ambientais brasileiras criadas no final do século XX influenciaram significativamente o manejo dos recursos naturais no país. Elas possibilitaram novos tipos de gestão ambiental e a criação de áreas protegidas, atualmente gerenciadas por meio de dispositivos de governança que envolvem a esfera institucional e os arranjos locais. O Sistema Nacional de Unidades de Conservação (SNUC), especificamente as Reservas Extrativistas Marinhas (Resex), são exemplos-chave para pensar em como a governança territorial e ambiental, através de novos instrumentos, permite a gestão inovadora dos recursos naturais de modo sustentável, equitativo e compartilhado. Com base nessa premissa, o objetivo deste texto foi o de analisar a participação comunitária na gestão dos recursos pesqueiros na Reserva Extrativista Marinha de Soure, Marajó (PA). Para atingir esse objetivo, pesquisas de campo ocorreram entre 2015 e 2019 com base na perspectiva metodológica do estudo de caso e de métodos qualitativos de pesquisa, focados em geografia. Foram aplicadas entrevistas semiestruturadas e observação participante a pescadores artesanais e funcionários do Instituto Chico Mendes de Conservação da Biodiversidade (ICMBio) e houve participação em reuniões internas dos comunitários e do Conselho Deliberativo. Abstract COMMUNITY PARTICIPATION IN THE MANAGEMENT OF THE FISHING RESOURCES IN SOURE MARINE EXTRACTIVE RESERVE, IN MARAJOARA AMAZON (PA) Brazilian environmental policies created at the end of the twentieth century have significantly influenced the management of natural resource in the country. They have made possible new types of environmental management and the creation of protected areas that are currently managed through governance devices involving the institutional sphere and local arrangements. The National System of Conservation Units, specifically, Marine Extractive Reserves, are key examples for thinking about how environmental governance, through new instruments, allows for innovative sustainable resource management, which is at once sustainable, equitable and shared. Based on this premise, this paper aims to analyze the community participation in the management of the fishing resources in the Soure Marine Extractive Reserve, Marajó (PA). To achieve this end, field researchs took place between 2015 and 2019 by using a case study methodological perspective and qualitative research methods, focused in geography. Moreover, I have applied semi structured interviews and participant observation with locals and Chico Mendes Institute for Biodiversity Conservation’s (ICMBio) staff and there was participation in the internal meetings of the locals and the Deliberative Council.

scholarly journals Community Forum on Education in Wellington's Eastern Suburbs: A Case Study on Choice and Democratic Community Participation in New Zealand Education Policy

2021 ◽  
Author(s):  
◽  
Ruth Lillian Mansell
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Community Participation ◽  
Free Market ◽  
New Right ◽  
Democratic Participation ◽  
Individual Freedom ◽  
Freedom Of Choice ◽  
Democratic Community

<p>Two different ideologies were entwined in the revolutionary reforms of the New Zealand education system implemented in 1989. One was represented by a belief, long held in New Zealand, in democratic participation of communities in decisions that affect them, as a way of empowering diverse groups of people and promoting equity for minority and disadvantaged groups. The second was the free market neo-liberalism of the New Right which emphasised the rights and responsibilities of individual people to choose for themselves what they wanted. This belief is seen as an epiphyte growing vigorously onto the main trunk of democratic egalitarian ideals. The notion of choice seemed, in the initial rhetoric of the reforms, to span both beliefs in a way that represented a settlement of the two different ideals. Community Forums on Education was one of the new policies which seemed to meet both these ideals, providing a means for communities to affect decisions about education issues in their own district and for parents through their Board of Trustees to exercise their own choice for what kind of school they wanted. The way in which the two parts of the tree of education policy grew together is examined first through an analysis of the intentions of those who developed the policy for Community Forums on Education, and then in a case study of the implementation of the policy in the third of the Forums which took place in the Eastern Suburbs of Wellington in 1990. The perceptions of some of the participants in this Forum are reported and analysed. Tensions and conflicts between the two ideals are revealed in both the process and the outcomes of this Forum, as the participants discover that the simple market understanding of choice is increasingly favoured by the politicians who still make the final decisions. The participants describe the conditions which they believe are needed for the more complex democratic community participation to succeed. Their growing frustration and disillusionment is described as they discover that political imperatives for quick decisions, tighter central control, and constrained resources ensure these conditions are not met. This Forum is perceived by many to have given the choice to the already privileged minority, who have advantages of time, access to information, confidence in the language of the market and money. In the light of this Forum, I consider in the concluding section the relationship and interaction between two interpretations of democracy - 'strong' democracy characterised by community participation and 'thin' democracy extolling individual freedom of choice. The question that is raised is whether it is possible, under a New Right regime committed to individual freedom of choice, for the conditions necessary for democratic participation to flourish.</p>

scholarly journals Sisters Walking Together: A Case Study of  the CASA Model of Professional Midwifery  Training

2021 ◽  
Author(s):  
◽  
Jenny Woodley Higgins
Keyword(s):  
Rural Communities ◽  
Maternal Health ◽  
Community Participation ◽  
Single Case ◽  
Healthcare Services ◽  
Structured Interviews ◽  
Maternal Healthcare ◽  
Case Study Methodology ◽  
Casa Model

<p>Over the past three years there has been an increased focus on reducing global maternal mortality in developing countries. While substantial progress has been made, improvement remains slow in some areas. Making formal maternal healthcare services more acceptable, affordable and accessible to rural communities where the majority of maternal deaths occur, remains a considerable challenge. This study looks at the model of professional midwifery training employed at La Escuela de Partería Profesional de CASA [the CASA School of Professional Midwifery] in San Miguel de Allende, Mexico, whose aim is to train professional midwives who will provide culturally acceptable services in rural communities. It examines how the school's model reflects the development concept of community participation. This study adopted a single case study methodology to examine community participation at the CASA School of Professional Midwifery. Data collection techniques included the use of Semi-structured interviews, Focus Groups, Participant Observation and Document analysis. The study found that the CASA School included elements of participation within its model and highlights the different ways in which outsiders and insiders may arrive at implementing community participation-type processes in development initiatives. The study also finds that because of differences between the biomedical and development paradigms, the reality for many communities is that they are only permitted to participate in the maternal healthcare paradigms and models sanctioned by the state. The conclusion was that the CASA model of professional midwifery offers a new way to think about the relationship between maternal health professionals and the community, and of integrating communities back into the maternal health discourse.</p>

scholarly journals Sisters Walking Together: A Case Study of  the CASA Model of Professional Midwifery  Training

2021 ◽  
Author(s):  
◽  
Jenny Woodley Higgins
Keyword(s):  
Rural Communities ◽  
Maternal Health ◽  
Community Participation ◽  
Single Case ◽  
Healthcare Services ◽  
Structured Interviews ◽  
Maternal Healthcare ◽  
Case Study Methodology ◽  
Casa Model

<p>Over the past three years there has been an increased focus on reducing global maternal mortality in developing countries. While substantial progress has been made, improvement remains slow in some areas. Making formal maternal healthcare services more acceptable, affordable and accessible to rural communities where the majority of maternal deaths occur, remains a considerable challenge. This study looks at the model of professional midwifery training employed at La Escuela de Partería Profesional de CASA [the CASA School of Professional Midwifery] in San Miguel de Allende, Mexico, whose aim is to train professional midwives who will provide culturally acceptable services in rural communities. It examines how the school's model reflects the development concept of community participation. This study adopted a single case study methodology to examine community participation at the CASA School of Professional Midwifery. Data collection techniques included the use of Semi-structured interviews, Focus Groups, Participant Observation and Document analysis. The study found that the CASA School included elements of participation within its model and highlights the different ways in which outsiders and insiders may arrive at implementing community participation-type processes in development initiatives. The study also finds that because of differences between the biomedical and development paradigms, the reality for many communities is that they are only permitted to participate in the maternal healthcare paradigms and models sanctioned by the state. The conclusion was that the CASA model of professional midwifery offers a new way to think about the relationship between maternal health professionals and the community, and of integrating communities back into the maternal health discourse.</p>

scholarly journals Micropolitics and meritocracy: Improbable bed fellows?

2018 ◽  
Vol 47 (5) ◽  
pp. 678-693 ◽  
Author(s):  
Estrella Montes López ◽  
Pat O’Connor
Keyword(s):  
Structural Changes ◽  
Career Progression ◽  
Formal Structure ◽  
Structured Interviews ◽  
Career Experiences ◽  
Double Standards ◽  
Governance Model ◽  
Irish Case ◽  
Informal Structure

Universities present themselves as meritocratic organizations; however, there is evidence that such claims are ‘rationalised myths’. This article is concerned with the perceived effect of micropolitics on academic careers in two case study universities: a collegial Spanish and a managerial Irish one. The data are drawn from 86 semi-structured interviews with academics (43 from each context). The focus is on two aspects of micropolitics: those related to career experiences, particularly networks; and those related to the evaluation of candidates, particularly double standards. Research results show that informal social networks are perceived to facilitate career progression; and these are referred to in particular by the Spanish male respondents. Double standards in evaluation are used to favour specific candidates: local ones in the Spanish case, men in the Irish case. Men in the Spanish context refer more openly than their Irish counterparts to these double standards, arguably reflecting the strength of discourses other than merit in that context. The results suggest that the informal structure influences the formal structure regardless of the governance model, raising fundamental questions about the nature of universities and the limitations of structural changes.

scholarly journals FACILITATING COMMUNITY PARTICIPATION THROUGH CROWDSOURCING IN URBAN PLANNING PROCESSES: AN EXPLORATORY STUDY

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Lindelwa Sinxadi
Keyword(s):  
Urban Planning ◽  
Community Participation ◽  
South African ◽  
Industrial Revolution ◽  
Case Study Research ◽  
Town Planning ◽  
Structured Interviews ◽  
Web Based ◽  
Planning Processes

Fostering community participation by planners in South African municipalities poses a challenge during planning processes. Different levels of public apathy have been observed, and they continue to undermine the quest of municipalities to provide sustainable neighbourhoods. Also, value conflicts from different urban stakeholders resulting from this apathy can be ameliorated through improved participation of the communities in the planning processes. In bridging this gap, the paper seeks to explore different Crowdsourcing techniques to be employed in Mangaung to enable urban stakeholders’ participation in planning projects. As such, crowdsourcing, as a new web-based business model, is inclusive in the 4th Industrial Revolution and can be used as the best solution for community participation in planning projects. Based on the foregoing, this paper employs a case study research design and a coterie of techniques: semi-structured interviews and document reviews for data elicitation. Interviewees comprise of purposively recruited town planning and other municipal officials involved in planning projects. The emergent data will be analysed thematically. Expectedly, the findings hold immense implications for planning practitioners as well as other professionals and policymakers working within the urban planning and socio-economic development praxes in South African Municipalities.

INTERSECTIONAL PREFIGURATIVE POLITICS: QUEER CABARET AS RADICAL RESISTANCE

2021 ◽  
Vol 26 (2) ◽  
pp. 239-255
Author(s):  
Julie Gouweloos
Keyword(s):  
Social Movements ◽  
Social Justice ◽  
Social Movement ◽  
Field Observation ◽  
Power Relations ◽  
Structured Interviews ◽  
Consciousness Raising ◽  
Theoretical Tool ◽  
Prefigurative Politics

The implementation of intersectional frameworks and political priorities have proven challenging for social movements. Drawing on a case study of queer cabaret and insights garnered through a combination of field observation, semi-structured interviews, and cultural artifacts, I introduce the concept of intersectional prefigurative politics as a theoretical tool for understanding how social movement actors build collectivity and engage in consciousness raising informed by a commitment to intersectional social justice. By distinguishing movement spaces from other social spaces, unsettling hegemonic power relations through a commitment to accessibility and care, and centering marginalized peoples, queer cabaret movement actors build collectives and raise consciousness informed by intersectional politics.

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.

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