Students’ participation in democratic school management: A systematic literature review

Authors

  • Inês Sousa Centre for Research and Intervention in Education, Faculty of Psychology and Educational Sciences, University of Porto https://orcid.org/0000-0001-7113-1524
  • Elisabete Ferreira Centre for Research and Intervention in Education, Faculty of Psychology and Educational Sciences, University of Porto https://orcid.org/0000-0003-0079-3429

DOI:

https://doi.org/10.11576/jsse-6333

Keywords:

democratic management, high school, educational policy, systematic literature review, student participation

Abstract

Highlights

  • Empirical research on student participation in school management has increased significantly in recent years.
  • Countries have local and specific education policies that define student participation in school management.
  • Education policy defines places for student participation, but there are sociocultural barriers in the governance structure.
  • Student participation in school management is mostly in student councils, through class representatives, and only as an advisory body.
  • Students create new movements and initiatives, with practices beyond the conventional and formal at schools.

Purpose: To know and study the participation of young students and their voice in decision-making in their schools in a competitive education regulated by excellence. To understand if and how students are involved in the democratic management of schools, given that these young people are involved globally, with an active participation in society.

Design: A systematic literature review on student participation in democratic school management, identifying empirical studies from various countries with different theoretical frameworks and methodologies.

Findings: There are several democratic practices and experiences of student participation in schools, despite sociocultural barriers in some countries. However, the participatory and democratic discourses identified in schools, including those in educational policy, do not directly impact the possibilities for students to participate in decision-making.

Author Biographies

Inês Sousa, Centre for Research and Intervention in Education, Faculty of Psychology and Educational Sciences, University of Porto

PhD student in Education Science (FCT funded, 2021.06911.BD) ate the Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto (CIIE-FPCEUP). She is developing the project "Student Times: Voices, Autonomies and Democracy in the Student Profile in Secondary Schools". Her research has focused on: school administration and management; school leadership; school autonomy; educational policy; youth participation; youth studies. At CIIE she participates in IDEAFor - Identity, Democracy, School, Administration and Training group.

Elisabete Ferreira, Centre for Research and Intervention in Education, Faculty of Psychology and Educational Sciences, University of Porto

PhD in Education Sciences. Professor at FPCEUP and full member of CIIE. Co-Head of IDEAFor - Identity, Democracy, School, Administration and Training group. Co-coordinator of CIIE's strategic area ‘Pedagogical Management and Democratic Participation’. Research Prize SPCE - Porto Editora 2011. Member of the Board OBVIE.  Member of the governing bodies of FPAE. Member of the External School Evaluation Team (IGEC). Author and co-author of several articles and national and international publications. Main research interests: educational and school administration, organization, management, and decision-making process; public education policy, educational leadership, and school improvement; studies on autonomy, schools and students, democracy, global citizenship, and human rights; mentoring in higher education; cooperation, training and development in education and social justice

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Further information

Published

2024-03-26

How to Cite

Sousa, I., & Ferreira, E. (2024). Students’ participation in democratic school management: A systematic literature review. JSSE - Journal of Social Science Education, 23(1). https://doi.org/10.11576/jsse-6333

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Article