Democratic Education for School Improvement:

An exploration of the views of pupils and teacher trainees in Ghana By Boakye Agyemang School of Education, University of Birmingham
In d c n tro u tio
D m c tic e o ra Eua n d c tio

Pp u ils V ic o e

Sh o col Im ro e e t p v mn

T e is c n id ra le e p a e id n e (C x e a h re o s e b m iric l v e c o t l 2 1 ; Mc b 00 nue a d H rb r n a e 2 1 ; Mc b 00 nue 2 0 ; F tte 0 8 lu r ad Rduk n udc 2 0 ; D v se a 2 0 ; 0 4 a ie t l 0 2 H rb r a e 1 9 ). 97 T e a fe s d s o e u a nin S b h re re w tu ie f d c tio u th t p m te p p v ic a d d m c c in s h o . a ro o s u ils o e n e o ra y c o ls -S h ra A a aa fric

Schools As They Presently Are? Aims of the Research

The aims of the study are to: find out how the views of pupils could be used to improve schools in Ghana in a more democratic direction; and explore the views of student teachers on what role their teacher training should play in promoting greater democracy in schools.

Most practices in schools are predominantly authoritarian globally (Harber, 2004; 2009): Regimentation and Routines Corporal Punishment and other forms of abuses

Theories Influencing Education Policy In Ghana

Political Modernisation theory

Theoretical Implications of the Study

Political democratisation theory Society Teachers Elected leaders Actively engage

Schools

regimentation

Schools
Dominant citizens Compliant citizens

Teachers routine

Pupils Banking education rules

Dialogue Liberated pupils Improved school

Ghana

National Democratic development citizens Macro politics

funding

Micro politics

Human Capital theory

Diagram showing the impact of democratisation theory

(Source: Author)

Research Design and Methodology

The study is a flexible qualitative study using a multi-methods approach in 6 basic schools and 2 colleges of education in the Ashanti Region of Ghana. pilot school councils, Group interviews with pupils, Individual interviews with teacher trainees and teachers, Open-ended essays for pupils and teacher trainees in-depth whole institution observation of one school and one teacher training college.

Findings
The nature of schools still authoritarian in Ghana though there were tokenistic student involvement activities. Pupils, teacher trainees and even teachers were fascinated about being consulted about their schools and colleges. Respondents wanted pupils views to be listened to and encourage their involvement in decision-making in schools. However, there were mixed-reactions when teacher trainees and teachers were asked if there could be more democratic schools in Ghana. Three categories of viewpoints emerged (full democracy, half democracy & gradual process to full democracy) School councils could serve as greater entry point for democratic practices in Ghanaian basic schools.