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"COMMUNITY PARTICIPATION IN EDUCATION"
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Decentralized decision-making in schools
Are school-based management reforms improving education? This book analyzes the theory and evidence behind decentralized decision-making in schools worldwide.
Decentralized Decision-Making in Schools explores the impact of school-based management (SBM) reforms across diverse countries. It examines how empowering principals and teachers, and strengthening parental involvement, affects educational outcomes. The authors review over 20 country experiences, providing insights into the effectiveness of SBM in various contexts.
* Discover the key factors for successful SBM implementation.
* Understand the impact of SBM on student achievement and attendance.
* Learn how to design effective education projects with decentralized authority.
This insightful analysis is for education officials, policymakers, and researchers seeking evidence-based strategies for improving school governance and student outcomes.
eBook
Out-of-school youth in Sub-Saharan Africa
The economic and social prospects are daunting for the 89 million out-of-school youth who comprise nearly half of all youth in Sub-Saharan Africa. Within the next decade, when this cohort becomes the core of the labor market, an estimated 40 million more youth will drop out, and will face an uncertain future with limited work and life skills. Furthermore, out-of-school youth often are policy orphans, positioned between sectors with little data, low implementation capacity, lack of interest in long-term sustainability of programs, insufficient funds, and little coordination across the different government agencies. This report provides a diagnostic analysis of the state of out-of-school youth in Sub-Saharan Africa, focusing on the 12- to 24-year-old cohort. This report also examines the decision path youth take as they progress through the education system and the factors that explain youth's school and work choices. It finds that individual and household characteristics, social norms, and characteristics of the school system all matter in understanding why youth drop out and remain out of school. In particular, six key factors characterize out-of-school youth: (i) most out-of-school youth drop out before secondary school; (ii) early marriage for female youth and (iii) rural residence increase the likelihood of being out of school; (iv) parental education level and (v) the number of working adults are important household factors; and (vi) lack of school access and low educational quality are binding supply-side constraints. Policy discussions on out-of-school youth are framed by these six key factors along with three entry points for intervention: retention, remediation, and integration. This report also reviews policies and programs in place for out-of-school youth across the continent. Ultimately, this report aims to inform public discussion, policy formulation, and development practitioners' actions working with youth in Sub-Saharan Africa.
eBook
Participación comunitaria en educación-reconfiguraciones de lo escolar y de la participación social
La participación social en educación es un campo vasto en experiencias y perspectivas. En este artículo, pretendemos aportar a dicho debate desde una experiencia educativa específica en escuelas secundarias comunitarias en México, en la cual la participación rebasa formas instrumentales de entender el conocimiento y el apoyo familiar a las escuelas, por un lado, y, por otro, discutimos la relación escuela-comunidad como un eje a partir del cual fomentar otras formas de comprender la educación escolarizada, sus pedagogías y aprendizajes. Sostenemos que formas activas de participación social en educación y no instrumentales se asocian positivamente a los esfuerzos por generar «una otra forma» de entender el proceso educativo escolar, particularmente en el contexto del reconocimiento político y social de los derechos de los pueblos indígenas a una educación basada en sus referentes culturales, lingüísticos y formas de organización social y política propias.
Journal Article
Uninformed: why people know so little about politics and what we can do about it
Research polls, media interviews, and everyday conversations reveal an unsettling truth: citizens, while well-meaning and even passionate about current affairs, appear to know very little about politics. Hundreds of surveys document vast numbers of citizens answering even basic questions about government incorrectly. Given this unfortunate state of affairs, it is not surprising that more knowledgeable people often deride the public for its ignorance. Some experts even think that less informed citizens should stay out of politics altogether. As Arthur Lupia shows in Uninformed, this is not constructive. At root, critics of public ignorance fundamentally misunderstand the problem. Many experts believe that simply providing people with more facts will make them more competent voters. However, these experts fail to understand how most people learn, and hence don't really know what types of information are even relevant to voters. Feeding them information they don't find relevant does not address the problem. In other words, before educating the public, we need to educate the educators. Lupia offers not just a critique, though; he also has solutions. Drawing from a variety of areas of research on topics like attention span and political psychology, he shows how we can actually increase issue competence among voters in areas ranging from gun regulation to climate change. To attack the problem, he develops an arsenal of techniques to effectively convey to people information they actually care about. Citizens sometimes lack the knowledge that they need to make competent political choices, and it is undeniable that greater knowledge can improve decision making. But we need to understand that voters either don't care about or pay attention to much of the information that expertst think is important. Uninformed provides the keys to improving political knowledge and civic competence: understanding what information is important to others and knowing how to best convey it to them.
eBook
The unheavenly chorus
Politically active individuals and organizations make huge investments of time, energy, and money to influence everything from election outcomes to congressional subcommittee hearings to local school politics, while other groups and individual citizens seem woefully underrepresented in our political system.The Unheavenly Chorusis the most comprehensive and systematic examination of political voice in America ever undertaken--and its findings are sobering.
The Unheavenly Chorusis the first book to look at the political participation of individual citizens alongside the political advocacy of thousands of organized interests--membership associations such as unions, professional associations, trade associations, and citizens groups, as well as organizations like corporations, hospitals, and universities. Drawing on numerous in-depth surveys of members of the public as well as the largest database of interest organizations ever created--representing more than thirty-five thousand organizations over a twenty-five-year period--this book conclusively demonstrates that American democracy is marred by deeply ingrained and persistent class-based political inequality. The well educated and affluent are active in many ways to make their voices heard, while the less advantaged are not. This book reveals how the political voices of organized interests are even less representative than those of individuals, how political advantage is handed down across generations, how recruitment to political activity perpetuates and exaggerates existing biases, how political voice on the Internet replicates these inequalities--and more.
In a true democracy, the preferences and needs of all citizens deserve equal consideration. Yet equal consideration is only possible with equal citizen voice.The Unheavenly Chorusreveals how far we really are from the democratic ideal and how hard it would be to attain it.
eBook
Funds of knowledge
The concept of \"funds of knowledge\" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents \"how to do school\" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristi
eBook
Empowered participation
Every month in every neighborhood in Chicago, residents, teachers, school principals, and police officers gather to deliberate about how to improve their schools and make their streets safer. Residents of poor neighborhoods participate as much or more as those from wealthy ones. All voices are heard. Since the meetings began more than a dozen years ago, they have led not only to safer streets but also to surprising improvements in the city's schools. Chicago's police department and school system have become democratic urban institutions unlike any others in America.
Empowered Participationis the compelling chronicle of this unprecedented transformation. It is the first comprehensive empirical analysis of the ways in which participatory democracy can be used to effect social change. Using city-wide data and six neighborhood case studies, the book explores how determined Chicago residents, police officers, teachers, and community groups worked to banish crime and transform a failing city school system into a model for educational reform. The author's conclusion: Properly designed and implemented institutions of participatory democratic governance can spark citizen involvement that in turn generates innovative problem-solving and public action. Their participation makes organizations more fair and effective.
Though the book focuses on Chicago's municipal agencies, its lessons are applicable to many American cities. Its findings will prove useful not only in the fields of education and law enforcement, but also to sectors as diverse as environmental regulation, social service provision, and workforce development.
eBook
Class Practices
This important new book is a comparative study of social mobility based on qualitative interviews with middle-class parents in America and Britain. It addresses the key issue in stratification research, namely, the stability of class relations and middle-class reproduction. Drawing on interviewee accounts of how parents mobilised economic, cultural and social resources to help them into professional careers, it then considers how the interviewees, as parents, seek to increase their children's chances of educational success and occupational advancement. Middle-class parents may try to secure their children's social position but it is not an easy or straightforward affair. With the decline of the quality of state education and increased job insecurity in the labour market since the 1970s and 1980s, the reproduction of advantage is more difficult than in the affluent decades of the 1950s and 1960s. The implications for public policy, especially public investment in higher education, are considered.
eBook