‘Becoming co-operative’ – challenges and insights: repositioning school engagement as a collective endeavour

Ralls, Deborah

doi:10.1080/13603116.2019.1629159

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…They informed the work of senior leadership groups and boards of governors who frequently listened and acted on suggestions. The most successful work was developed with pupils (Ralls, 2019). In some cases, this could be for relatively minor things, such as non‐uniform days or the choice of soap in student washrooms.…”

Section: Co‐operative Structuresmentioning

confidence: 99%

Democracy and schooling: The paradox of co-operative schools in a neoliberal age?

Woodin¹,

Gristy

2022

Journal of Philosophy of Education

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From the first co-operative trust school at Reddish Vale in Manchester in 2006, the following decade would witness a remarkable growth of 'co-operative schools' in England, which at one point numbered over 850. This paper outlines the key development of democratic education by the co-operative schools network. It explains the approach to democracy and explores the way values were put into practice. At the heart of co-operativism lay a tension between engaging with technical everyday reforms and utopian transformative visions of an educational future. A new arena of debate and practice was established with considerable importance for our understanding of democratic education within the mainstream. K E Y W O R D Sco-operative, co-operative schools, democracy, movement, school From the first co-operative trust school at Reddish Vale in Manchester in 2006, the following decade witnessed a remarkable growth of 'co-operative schools' in England, which at one point numbered over 850. These mainstream state schools were established with the support of the Co-operative College and the Co-operative Group, based upon legal models that stipulated the defence of co-operative values that included not only democracy but also solidarity, equity, equality, self-help and self-responsibility. Co-operative schools mainly came together in either co-operative trusts and, less often, academies (see Schools Co-operative Society, 2018). 1 Schools attempted to infuse co-operative values into the ethos, curriculum, organisation and governance. Staff, pupils, parents, communities and, potentially, alumni were represented on a multi-stakeholder forum that fed into governance and leadership bodies. Rather than the imposition of an academy model, co-operative schools retained their autonomy and independence and soThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Co‐operative Structuresmentioning

confidence: 99%

Democracy and schooling: The paradox of co-operative schools in a neoliberal age?

Woodin¹,

Gristy

2022

Journal of Philosophy of Education

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“…It is a multi-dimensional concept, described by Fredricks et al (2004) as comprising three distinctive interconnected dimensions including emotional, cognitive, and behavioral. The level to which a student is engaged in school is informed by a range of factors such as the affective dimension of learning, such as positive or negative emotions when engaged in a learning task (Skinner et al, 2009), school climate (Fatou & Kubiszewski, 2018), and relationships in school (Ralls, 2019). This current study was particularly focused on the emotional dimension of school engagement.…”

Section: Re/engagement Marginalization and Liberationmentioning

confidence: 99%

“I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School

MacMaoilir

McGillicuddy

2022

Education and Urban Society

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Internationally, there is increasing concern regarding the disengagement of marginalized students, particularly girls, from the formal education system, particularly since Covid-19. Students experiencing oppression/marginalization within urban education systems are considered at-risk from poor attendance, early school leaving, underperformance, low self-confidence, and social exclusion. In considering Paolo Freire’s conceptualization of education as “the practice of freedom,” this paper presents findings from an intervention, the Female Empowerment Group, a critical pedagogical approach to re/engaging at-risk female students in school. The Female Empowerment Group created a space for at-risk female students to explore complex contemporary issues shaping the intersectionality of their identities as marginalized, feminized, and politicized citizens in/outside school. Drawing on findings from a mixed methods design (quantitative surveys ( n = 21 girls), qualitative interviews ( n = 9 students, 7 teachers, 2 parents), Ketso ( n = 9 students), this study presents the power of critical pedagogy for empowering and re/engaging at-risk students in school. Findings illustrate the powerful impact of a critical pedagogical approach for empowering students, enhancing self-confidence, motivation, empathy, and engagement with issues impacting their lives. Reported outcomes included more positive relationships with adults/peers, increased re/engagement in class and enhanced sense of belonging in school.

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Valuing Urban Schools as Social Infrastructure

Boys

Jeffery

2023

Schools as Community Hubs

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Re-thinking urban schools as part of an integral network of social infrastructure in cities presents new opportunities for mixed-use educational spaces at the heart of urban development. Yet these opportunities to leverage school assets to better integrate with, and enhance, their localities are often being missed. This chapter explores the value that schools can offer, not just for children, but for wider neighbourhood residents. While understanding that there is no one-size-fits-all approach, we report on a research project to produce a social infrastructure framework which can be included in schools’ policy, implementation and evaluation measures. Developed through an engagement process with key stakeholders, and focused on England, we propose principles for enabling schools to provide better local social infrastructure; based on broadening how we value schools; taking a long-term view; using joined-up thinking; enabling schools to deliver community support; and designing in community potential from the start. This chapter discusses the implications of each principle, supported by examples.

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‘Becoming co-operative’ – challenges and insights: repositioning school engagement as a collective endeavour

Cited by 4 publications

References 17 publications

Democracy and schooling: The paradox of co-operative schools in a neoliberal age?

Democracy and schooling: The paradox of co-operative schools in a neoliberal age?

“I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School

Valuing Urban Schools as Social Infrastructure

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