Troubled spaces
Negotiating school–community boundaries in northern Nigeria
Bibliographic Data
| ID | 11488271 |
|---|---|
| Authors | Máiréad Dunne (0000-0002-2802-5424, University of Sussex, corresponding author), Sara Humphreys (0000-0001-6337-5828, University of Sussex), Salihu Bakari (0000-0002-1372-1099, Adamawa State Universal Basic Education Board, Yola, Nigeria) |
| Year | 2021 |
| Volume | 36 |
| Issue | 6 |
| Pages | 843-864 |
| Publication date | 2021-11-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2020.1750055 |
| OpenAlex | W3020422337 |
| Language | EN |
| Citations received | 7 |
| References cited | 28 |
Community participation is a vital component of the educational decentralisation policies that are now widespread in Nigeria. In this paper, we explore school–community relations in different localities in northern Nigeria, where there is both very little inter-generational experience of schooling and minimal engagement by local communities in social and political management processes. Drawing on ethnographic data in and around six primary schools in Adamawa State, northern Nigeria, we problematise school–community relations and highlight the complexities and tensions in their social interactions. This we do by focusing on the school boundary that both connects and distinguishes it from the surrounding community. In particular, we explore the agonistic spatial and temporal regulation that operates at the school boundary, with specific attention to the different ways that students, teachers and the community comply or resist such strategies of governmentality. In concluding, we argue that it is imperative to think through the implications for/of international education and development policies as they are launched in diverse localities. This would help to avoid accounts of local deficit that are so readily invoked when top-down policies reach communities
Economic growth · Geography · Negotiation · Pedagogy · Political science · Social science · Sociology · Gender Studies · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Public Administration · School Choice and Performance
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| Unique citing works | 7 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |