Pradhan, U;
Shrestha, S;
Valentin, K;
(2019)
Disjunctured reciprocity: paradoxes of community-school relationship in Nepal.
Globalisation, Societies and Education
, 17
(5)
pp. 561-573.
10.1080/14767724.2019.1584032.
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Abstract
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.
| Type: | Article |
|---|---|
| Title: | Disjunctured reciprocity: paradoxes of community-school relationship in Nepal |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/14767724.2019.1584032 |
| Publisher version: | https://doi.org/10.1080/14767724.2019.1584032 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Reciprocity, community, schooling, decentralisation, Nepal |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10155660 |
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