The Nature and Extent of Student Involvement in Educational Policy-Making in Canadian School Systems

Abstract

A thesis submitted in conforiity with the requirements for the Degree of Doctor of Education Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto @ Copyright by Eldon Stuart Critchley (1999) Nationa! Library 1*1 of Canada Bibliothèque nationaie du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 345. me Wdlingtor, Ottawa ON Kt A ON4 OcEawaON K1A ON4 Canada canaua The author has granted a non-L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or seii reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fonne de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantid extracts f?om it NI la thèse ni des extraits substantiels may be printed or othewise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. T o M g Wife Mary, & Son Evan Evan, now it is your turn.

The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education

“…Along with the idealised, emancipatory purposes of student voice work, practices to involve students are often reduced to solely serve the aims of organisational efficiency while losing the potential for democratic development and transformation (Fielding, 2004;Gunter and Thomson, 2007). Critchley (2003) argues that in student voice work for policy development, students are commonly used as a source of data rather than as policy-makers.…”

“…According to Critchley (2003), for students to actively take part in development and implementation of education policy, their participation has to be formalized at all levels. In contrast, Green (2010) argues that the heavily institutionalized participatory planning mechanisms used in Tanzanian development activities has made participation to work against its intended benefits.…”