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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. |
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