The Sustainable Development Goals (SDGs) (2016-2030) set by the United Nations in 2015 restated the importance of universal primary education for all, and specifically discuss quality, equity, and inclusion in basic education. To achieve this, the role of community has been emphasized and participation has become a "buzzword" in international development over the past several decades. Despite the growing attention to community participation in school management, previous literature has shown mixed results in terms of its actual practice and its impacts on quality, equity, and inclusion in education.
This book deepens the contextual understanding of community in developing countries and its involvement in schools in general, and its impact on quality, equity, and inclusion of school education in particular. By presenting various case studies in Asia, Africa, Latin America, and a post-conflict state in Europe, the book analyses commonalities and differences in the ways communities are involved and cast their impacts and challenges. The book contributes knowledge on the ways in which community involvement could work in developing countries, the detailed processes and factors that make community participation work in different dimensions, and remaining challenges that scholars and practitioners still need to be concerned and mindful in the field.
This book will appeal to both researchers and practitioners who are concerned about the community participation approach for the SDGs.
Table of Contents
Foreword (David Chapman)
1. Introduction (Mikiko Nishimura)
Part I: Revisiting the Theoretical Framework
2. Community Participation: Policy Discourses and Controversies (James H. Williams, Romina Kasman, Paromita De, Merg Zhou, and Ana Gonzalez)
3. School-Based Management: Theory and Empirical Evidence (Angela Demas)
4. Can Communities Mobilize for Schooling and Learning?: Bottom up Perspectives from Pratham in India (Rukmini Banerji)
Part II: Case Studies on Stakeholder Relationships and Accountability
5. Community Participation in School Management, Relational Trust, and Teacher Motivation toward Pupils’ Learning Outcomes: The Case Study from Ghana (Kazuro Shibuya)
6. Connecting Parental Involvement, Adult Education, and Community Organizing though Social Justice Leadership: Lessons from Ciudad Juarez, Mexico (D. Brent Edwards, Jr., David DeMatthews, Anne Spear, and Hillary Hartley)
7. Educational Development through Community-wide Collaboration: How to Establish a Sustainable Community-wide Initiative to Improve Education (Nobuhiro Kunieda, Takao Maruyama, Akiko Kageyama, and Masahiro Hara)
8. Information Sharing and Community Participation: The Case of Maasai Community in Kenya (Tetsuya Yamada and Mikiko Nishimura)
Part III: Case Studies on the Role of Community for Equity and Inclusion
9. Community Participation in School Management in a Post-Coflict Society: The Case of School Boards in Brčko in Bosnia Herzegovina (Taro Komatsu)
10. The Acceptance Situation of Inclusive Education in Kenya: Perceptions of Parents, Communities, and Teachers (Jun Kawaguchi)
11. The Role of Peers as Community in Youth Education and Employment in Tanzania (Nancy Pellowski Wiger)
Part IV: Case Studies on Community Participation and Learning Outcomes
12. Quality Learning through Community-wide Collaboration: A Methodology to Overcome the “Learning Crisis” in Niger (Masahiro Hara, Takao Maruyama, Akiko Kageyama, and Nobuhiro Kunieda)
13. School Autonomy and Learning Outcomes in Burkina Faso and Senegal (Takako Yuki and Kengo Igei)
14. False Advertising and First Principles: Misrepresentation of Research Evidence from El Salvador and the Need to Change the Paradigm of Community Based Management (D. Brent Edwards, Jr.)
15. School-based Management and Learning Outcomes: Empirical Evidence from Colima, Mexico (Vincente A. Garcia-Moreno, Paul Gertler, and Harry A. Patrinos)
16. Conclusion (Mikiko Nishimura)
Mikiko Nishimura is a Professor at the College of Liberal Arts, International Christian University, Japan. She was recently a visiting scholar in the Graduate School of Education and Human Development at George Washington University, USA. She has published extensively on international development and education in both journals and books.
'This book is a must-read volume for both researchers and practitioners, who are concerned about the community participation approach for SDGs.' - Keiichi Ogawa, Professor/Department Chair in the Graduate School of International Cooperation Studies, Kobe University, Japan