Browse by author
Lookup NU author(s): Dr Deborah RallsORCiD
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
Some schools set out explicitly to resist the tendency to ‘do to’, seeking to develop forms of engagement based on more equal partnerships and a recognition of the assets available in their partners. The purpose of this study was to investigate the efforts of one such school – a Co-operative school - in order to understand the possibilities and limits of engagement understood in this sense. a Co-operative school, a school that has made an explicit commitment to engaging its stakeholders more democratically via its adherence to the Co-operative values and governance structure. The study found that Co-operative school governance offered the potential for more democratic, relational forms of engagement with stakeholders. Student engagement was most affected by the conversion to a co-operative school; the relaunch of a democratically elected Student Council has resulted in a far broader range of engagement of young people from different socio-economic and ethnic backgrounds in increased levels of school decision-making. The relaunch of a Cooperative School Council caused school leaders to question previous perceptions of student engagement as a result of the shift in the power dynamic that has occurred since the re-launch of the Student Council – a more relational approach to student engagement.
Author(s): Ralls D
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Unpublished
Conference Name: The Co-operative Education Conference
Year of Conference: 2016
Acceptance date: 15/02/2016