TY  - JOUR
TI  - Disjunctured reciprocity: paradoxes of community-school relationship in Nepal
KW  - Reciprocity
KW  -  community
KW  -  schooling
KW  -  decentralisation
KW  -  Nepal
UR  - https://doi.org/10.1080/14767724.2019.1584032
SP  - 561
VL  - 17
N2  - Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged.
AV  - public
JF  - Globalisation, Societies and Education
EP  - 573
N1  - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions.
SN  - 1476-7724
ID  - discovery10155660
A1  - Pradhan, U
A1  - Shrestha, S
A1  - Valentin, K
Y1  - 2019///
PB  - Informa UK Limited
IS  - 5
ER  -