Located in an Indian government secondary school in Gurgaon district, Haryana, northern India, this pilot case-study with teachers explores their perceptions and shared insights on their participation in school decisionmaking processes and practices. Drawing on two semi-structured interviews and a focus group discussion, the findings of this research suggest that a process of equitable education without critical thinking, critical pedagogy and distributed leadership, based on democratic values, may not achieve equality and equity in opportunity and facilitate socio-economic mobility through education.
Teachers’ Participation in School Decision-Making Processes and Practices: the Case of an Indian Government Secondary School
Chopra P. (2020) "Teachers’ Participation in School Decision-Making Processes and Practices: the Case of an Indian Government Secondary School " Italian Journal of Sociology of Education, 12(1), 41-55. DOI: 10.14658/PUPJ-IJSE-2020-1-4
Year of Publication
Italian Journal of Sociology of Education
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