School‐based management and citizen participation: lessons for public education from local educational projects

Rodall, Claudia A. Santizo; Martín, Christopher J.

doi:10.1080/02680930802669268

Cited by 9 publications

(6 citation statements)

References 24 publications

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“…In this sense, decentralized educational structures are still simply reproducing the patterns of domination within society more broadly. One notable exception to this is the successful Education Centre Tatutsi Maxakwaxi which caters for the Wixarika community in the Mexican state of Jalisco, but it is worth noting that it is a community-driven project rather than the result of a formal decentralization process (Santizo Rodall and Martin 2009).…”

Section: Political Institutions and Decentralized Educationmentioning

confidence: 99%

The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity

Brown

2011

Prospects

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This article examines the ways in which education and educational policy impact upon the likelihood and dynamics of violent conflict. It argues that education is rarely directly implicated in the incidence of violent conflict but identifies three main mechanisms through which education can indirectly accentuate or mitigate the risk of conflict: through the creation and maintenance of socio-economic divisions, including horizontal inequalities between ethnic groups; through processes of political inclusion and exclusion; and through accommodation of cultural diversity. It further suggests that designing conflict-sensitive education systems is particularly problematic because the implications of these three principal mechanisms often pull in different directions.

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Section: Political Institutions and Decentralized Educationmentioning

confidence: 99%

The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity

Brown

2011

Prospects

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“…In Mexican and other Latin American schools, institutional pressure to transmit large amounts of information often “prevents inclusion of the students’ experience and imposes contexts that relate exclusively to students from upper (or upper middle) class backgrounds” (Tibbitts and Torney-Purta, 1999: 17). Yet, there exist in Mexico some exemplary democratic education initiatives, including some in public schools (Farrell et al, forthcoming 2017; Rincón-Gallardo and Elmore, 2012; Santizo Rodall and Martin, 2009). Critical dialogic pedagogy models originating in Latin America have been implemented in schools around the world (Bartlett, 2005).…”

Section: Feet-first Learning For Peace-building-related Citizenshipmentioning

confidence: 99%

Voices of Canadian and Mexican youth surrounded by violence: Learning experiences for peace-building citizenship

Bickmore

Awad

Radjenovic

2017

Research in Comparative and International Education

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How do young people living in high-violence contexts express a sense of democratic agency and hope, and/or frustration and hopelessness, for handling various kinds of social and political conflict problems? The management of conflict is a core challenge and purpose of democracy, severely impeded by the isolation and distrust caused by violence. Publicly-funded schools can be (but often are not) part of the solution to such challenges (Bickmore, 2014; Davies, 2011). This paper is drawn from a larger ongoing project probing the (mis)fit between young people's lived citizenship and conflict experiences, and their school-based opportunities to develop democratic peace building capacities, in non-affluent local contexts surrounded by violence, in international comparative perspective. We report on focus group conversations with several small groups of students, ages 10-15, in 2 Canadian and 4 Mexican schools in marginalized urban areas. Diverse participating young people tended to have a stronger sense of agency and hope in relation to some kinds of conflicts (such as environmental pollution) compared to others (such as unemployment and insecure work or drug-gang violence). In general, they did not feel that their lived citizenship knowledge was much valued or built upon in school. Citizenship, peacebuilding, and the role of formal education in contributing to each are contested, malleable ideas shaped by cultural, political, economic and social factors. Formal education is a project of nationstates, thus citizenship and peace-related education in publicly-funded schools often emphasizes nationalist loyalty and compliance to dominant norms, perhaps especially in countries affected by armed conflict (Bush & Saltarelli, 2000; Quaynor, 2012). Paradoxically, education is also associated with the development of democratic agency. Democratic processes are conflict management processes-deliberative dialogue and collective decisionmaking in the face of difference, disagreement and ideological struggle. To flourish, democracy requires an adequate level of social peace, just as building and sustaining just peace requires democracy. Democratic processes and roles (including legislative, judicial and communitarian-dialogic) are designed to prevent or redress violence by equitably handling social-political conflicts. Although they are inextricably connected, conflict analysis distinguishes violence (harmful actions and effects) from the conflicts that underlie them (the disagreements, competing needs, and factors provoking or encouraging those actions), in order to focus on solvable problems more than symptoms. Beyond the presence or absence of direct violence, social conflicts have two crucial dimensions: social-structural concerns revolving around tangible interests (competing desires and needs, such as access to natural resources or economic opportunities), and psycho-cultural concerns embedded in beliefs, narratives, and interpretive elements of relationships such as (dis)trust or bias (Ross, 1993, 2010). Another dimension sha...

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“…Through discussions with the various stakeholders in the BSP including teachers, principals, parents, contractors, supervisors, INIFED and education authorities, the Review Team observed some common characteristics of successful social partnerships. Perhaps the most important was a strong relationship characterised by trust, which is core to any social participation enterprise (Santizo Rodall and Martin, 2009). Other characteristics included responsibility, empowerment, a sense of shared ownership and strong leadership.…”

Section: Characteristics Of Successful Social Participationmentioning

confidence: 99%

“…For example, effective social participation requires strong relationships (Santizo Rodall and Martin, 2009), and must have a clear sense of purpose (King and Cruickshank, 2010) and meaningful dialogue (Morris, 2006). Other characteristics include shared goals; capacity for partnership work; governance and leadership; and trust (Billett et al, 2007).…”

Section: Characteristics Of Successful Social Participationmentioning

confidence: 99%

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Upgrading School Buildings in Mexico with Social Participation

Blyth¹,

Almeida²,

Forrester³

et al. 2012

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School‐based management and citizen participation: lessons for public education from local educational projects

Cited by 9 publications

References 24 publications

The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity

The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity

Voices of Canadian and Mexican youth surrounded by violence: Learning experiences for peace-building citizenship

Upgrading School Buildings in Mexico with Social Participation

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