Student Voice and School Governance

Brasof, Marc

doi:10.4324/9781315724041

Cited by 30 publications

(20 citation statements)

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“…Gordon (2009) similarly critiques both school leadership development pathways with representative and student council positions that grant the title of leader without power to do more than organising sports days and dances, while school and university clubs are sanitised and administered by the governing authority of adults. Brasof (2015) confirms such that even in contexts that explicitly espouse distributed leadership, the tendency in practice is to produce docile youth ‘leaders’ with little engagement in robust leadership work. Development which offers leadership but no power to youth may thus negate the very thing it seeks to espouse.…”

Section: Leadership Development For Youthmentioning

confidence: 76%

Leading or led? A critical exploration of youth leadership development

Carroll

Firth

2020

Management Learning

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Leadership development for youth is an increasingly large global business that has to date lacked sustained critical scrutiny. Our inquiry is based on application, interview and reflection data from participants in a university-based leadership programme, capturing them at the point they transition to early work lives. We argue that leadership has become such a prevalent career and work discourse that the leadership development that happens in youth offers a unique window into new organisational workers, the leadership development industry and a complex leadership theoretical terrain. A set of five ‘leading’ discourses – separate, suspended, small, self and semi – were identified that invite critical inquiry. While youth leadership scholars have previously noted the suspended and separate discourses, we empirically refine those and offer the other three (small, self and semi) as important to current contestations between leaders, leadership and leadership development. In doing so, we question whether current leadership development for youth creates substantive leadership capacity in individuals, organisations or society.

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Section: Leadership Development For Youthmentioning

confidence: 76%

Leading or led? A critical exploration of youth leadership development

Carroll

Firth

2020

Management Learning

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“…When teachers and the principal see students as ‘unproductive’ and ‘incapable’ participants, this would lead them to either completely exclude students from school leadership or to reduce students’ voices to ‘a tokenistic or tactical response to external accountability demands’ (Frost & Holden, 2008, p. 94). On the contrary, Brasof (2015) argues that if the teachers and principals declare students as productive, capable and useful partners that would influence their decisions and practices of involving students in every activity. Also, the constructivist approach emphasizes that learning is influenced by the behaviour and beliefs teachers hold (Brasof 2015).…”

Section: Discussion On Findingsmentioning

confidence: 99%

“…On the contrary, Brasof (2015) argues that if the teachers and principals declare students as productive, capable and useful partners that would influence their decisions and practices of involving students in every activity. Also, the constructivist approach emphasizes that learning is influenced by the behaviour and beliefs teachers hold (Brasof 2015). Research confirms that ‘positive emotions and relationships support successful learning; whereas negative ones hinder learning and .…”

Section: Discussion On Findingsmentioning

confidence: 99%

“…He expressed his concerns over some of the socio-cultural and religious norms and intra-organizational policies that not only discourage young people from participating in and contributing to decisions that affect them but such norms and policies also create social injustice and inequality in the society (Wang, 2018). Shahji argues that students’ participation in activities related to their learning and betterment is their basic right, which should be honoured and fulfilled by the school (Brasof, 2015). Likewise, the UN declaration also confirms, ‘Children have the right to be heard and to express a view about actions that might be taken in relation to them’ (cited in Brasof, 2015, p. 29).…”

Section: Discussion On Findingsmentioning

confidence: 99%

“…Shahji argues that students’ participation in activities related to their learning and betterment is their basic right, which should be honoured and fulfilled by the school (Brasof, 2015). Likewise, the UN declaration also confirms, ‘Children have the right to be heard and to express a view about actions that might be taken in relation to them’ (cited in Brasof, 2015, p. 29). As per Shahji’s leadership approach, a principal can contribute to the development of a peaceful, self-empowered and responsible citizen through good will (Bogotch, 2011; Male & Palaiologou, 2012; Sergiovanni, 1992).…”

Section: Discussion On Findingsmentioning

confidence: 99%

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Principals’ strategies for increasing students’ participation in school leadership in a rural, mountainous region in Pakistan

Tajik

Wali

2020

Improving Schools

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This study aimed to explore the principal’s perceptions about, and strategies for, increasing students’ active participation in the day-to-day affairs and decision-making at a secondary school located in a rural, mountainous region of Pakistan. By exploring the principal’s leadership practices, this study aims to answer the question, ‘how can school principals promote students’ participation in school leadership and, in turn, how can such participation ultimately lead to a socially just and democratic community?’ To us ‘school leadership’ is not a set of skills or positional authority that lies in one individual – the principal – but it is a practice which is widely distributed and engaged by a range of people including students in the day-to-day affairs and business of the school. Although, students’ participation in curricular and co-curricular activities and decision-making processes in schools is widely studied elsewhere, there is hardly any study on this topic in the context of Pakistan, particularly with reference to rural schools. Therefore, an empirical investigation based on a qualitative case study method was conducted to collect data from the principal as well as from other members of the school community regarding the leadership practices that promote students’ active participation in school affairs. The findings of the study reveal a number of interesting and contextually relevant strategies used by the principal as well as the gaps between his beliefs and practices and the challenges he faces in increasing students’ participation in various activities and decisions at the school.

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Oppositionally‐intertwined ecologies: A single‐system, multi‐theory mapping of marginalized students’ experiences

Johnson,

Levitan

2023

New Drctns Hghr Edu

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This chapter offers a “single‐system, multi‐theory” approach to understanding and improving the “oppositionally‐intertwined” ecologies of marginalized students as they navigate to and through higher education. Drawing from research conducted with Indigenous students in Peru, we use Ecological Systems Theory (EST) as a schematic for visualizing students’ experiences and two theoretical perspectives to illuminate the forces they encounter. We demonstrate how this approach can help educators identify leverage points that can result in both immediate and systemic change to improve educational opportunities and outcomes.Practical Takeaways Marginalized students live in a complex system of multiple, often intertwined forces that both oppress and support them. Ecological systems theory provides a schematic for visualizing forces, tensions, and interconnections, within students’ systems. Using multiple theories to analyze students’ experiences can help educators form more comprehensive understandings of students’ ecological systems and how to affect change within it.

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Student Voice and School Governance

Cited by 30 publications

References 0 publications

Leading or led? A critical exploration of youth leadership development

Leading or led? A critical exploration of youth leadership development

Principals’ strategies for increasing students’ participation in school leadership in a rural, mountainous region in Pakistan

Oppositionally‐intertwined ecologies: A single‐system, multi‐theory mapping of marginalized students’ experiences

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