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Title: Education in a post-conflict context: pathways to participatory school governance in Solomon Islands
Contributor(s): Maebuta, Jack  (author)
Publication Date: 2010
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Abstract: The purpose of this paper is to explore the pathways to greater participatory approach in school governance as an element of development and post-conflict reconstruction. Although participation in school governance is meant to produce multiple benefits for school and society, it may not be achieved without establishing the tenets for reconciliation and peace. Therefore, the article begins by examining the pathways to establishing reconciliation and peace which is important to any post-conflict reconstruction initiative. Secondly, so much reliance on participatory governance in the absence of accountability may aggravate rather than diminish the social divisions that are particularly dangerous in post-conflict reconstruction. Hence, it is crucially inseparable to integrate teaching and learning-based accountability in post-conflict governance of schools. The paper proposes that as a development and post-conflict reconstruction tool, school governance should be premised on broader participation, including the excluded.
Publication Type: Conference Publication
Conference Details: AARE 2009 International Education Research Conference - Inspiring Innovative Research in Education, Canberra, Australia, 29th November - 3rd December, 2009
Source of Publication: AARE 2009 Conference Proceedings, v.[paper code: MAE091007]
Publisher: AARE: Australian Association for Research in Education
Place of Publication: Melbourne, Australia
ISSN: 1324-9320
Field of Research (FOR): 139999 Education not elsewhere classified
Socio-Economic Objective (SEO): 939906 Pacific Peoples Education
939903 Equity and Access to Education
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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