Apresentação

Alvarez, Marcos César; Moraes, Pedro Rodolfo Bodê de

doi:10.1590/s0103-20702013000100001

Cited by 9 publications

(9 citation statements)

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“…Such a pendular movement put head teacher's accountability in a dualistic role of using his authority power proactively or being reactive to the existing culture and social norms. In this context he was using his agency to (re-)create the structure of domination and arbitrariness through symbolic force (Bourdieu, 1977;Dowding, 2008), patronage network and clientelism (Corduneanu-Huci, Mamilton & Ferrer, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Working in like-minded teams of an informal channel and open sharing created space for transforming politics from curse to cure in the community school. However, in the guise of this open sharing practice, the head teacher was (re)producing the existing structure of domination and arbitrariness through symbolic force (Bourdieu, 1977;Dowding, 2008), patronage network and clientelism under the government agency (Corduneanu-Huci et al, 2013). Teachers' views were acknowledged in the meeting.…”

Section: Paradox 3 Accountability As Getting Synergy Of Diverse Intermentioning

confidence: 99%

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Managing Resources in Community Schools: An Accountability Practice in Paradox

Khanal¹

2019

Dhaulagiri

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Scholars have raised two contradictory issues of particular relevance to current debates of accountability in the utilization of resources for service delivery in public schools. First, that inadequate resource resulted in the poor performance; second, that school actors lack accountability in managing the resources at their disposal. Corresponding to these views, empirical evidence suggests that school head's proactive initiatives find ways to fill up the resource gap; and at the same time, in doing so, school head’s agency has created an invisible power structure putting his accountability practice in paradox. Building on these insights, this paper presents evidences from Nepali community schools on how head teacher’s accountability as managing resources manifests in paradoxes. I argue that under the performativity of market-based accountability narrative, the school head’s accountability is fluid and moving between the two paradoxical extremes of providing service or promoting dominance over other school actors.

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Section: Discussionmentioning

confidence: 99%

Section: Paradox 3 Accountability As Getting Synergy Of Diverse Intermentioning

confidence: 99%

Managing Resources in Community Schools: An Accountability Practice in Paradox

Khanal¹

2019

Dhaulagiri

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“…According to Bourdieu, habitus is a kind of mental disposition or cognitive structure (Jenkin, 1992;Ritzer, 2000;Best, 2003) through which school actors perceive, understand, appreciate and evaluate the social world of the school. It is reflected in the daily lifestyle choices of school actors such as playing, eating, teaching, evaluating and other leisure time activities of the school (Bourdieu, 1977;Harrington, 2005). The field is a network of relations among the objective positions school actors hold in the school (Wancquant, 1992cited in Ritzer 2000.…”

Section: Agency-structure and Accountabilitymentioning

confidence: 99%

Seeking Theoretical Common Ground: An Integrative Framework of Understanding Accountability for Service Delivery in the Community School in Nepal

Khanal¹

2019

J. Mgt Devt. Stud.

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Existing literature provides ample evidence on how people understand accountability in different contexts. However, little attention has been paid on the integration of various theoretical perspectives about understanding accountability for education service delivery. Discussing theoretical premises against the empirical evidence from the community schools of Nepal, this article explores common ground of various theoretical perspectives about understanding school actors' accountability. It provides a framework for understanding accountability by integrating the ancient principle of 'karma-yoga' and modern theoretical ingredients of structure-agency and knowledge-power. The article argues that both ancient and modern streams of theoretical perspectives are not mutually exclusive rather they share a common ground of process-based accountability which is embedded in broader concept of responsibility. Finally, the paper contributes to existing literature of accountability in education arguing that the school head’s agency rather than working structure of the school played a significant role in creating an accountable space between the school head and other actors in the community school.

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“…Washington, DC has long been referred to as "Chocolate City" because of its dense population of black people. For several years, it was crowned the "blackest" city in the United States, with more African Americans per capita than any other place in the country, and the first city to have an African-American majority (Tavernise 2011 (Bourdieu 1977). As members of the middle class, black single mothers work hard to maintain and fit in with their perceived community.…”

Section: Organization Of the Dissertationmentioning

confidence: 99%

Material Girls: Consumption and the Making of Middle Class Identity in the Experiences of Black Single Mothers in the Washington, DC Metropolitan area

Preston¹,

Aysha²

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Apresentação

Cited by 9 publications

References 0 publications

Managing Resources in Community Schools: An Accountability Practice in Paradox

Managing Resources in Community Schools: An Accountability Practice in Paradox

Seeking Theoretical Common Ground: An Integrative Framework of Understanding Accountability for Service Delivery in the Community School in Nepal

Material Girls: Consumption and the Making of Middle Class Identity in the Experiences of Black Single Mothers in the Washington, DC Metropolitan area

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