This essay provides a grounded critical discussion of why a professor might limit their undergraduate students' sovereignty of educational decision-making to promote an opportunity for a democratic dialogic culture in the class situated in a conventional university. On the one hand, both democracy and dialogue require voluntary participation by…

Student voice has gained momentum in improving educational landscapes recently. With the aim of creating opportunities for empowering educational systems, student voice rests upon the premise that curricula are co-created, mediated dialogically, and co-designed by teachers and students. Yet, student voice expression might be restricted by power…

This article uses Gresalfi and Cobb's (2006) definition of "mathematical authority": "the degree to which students are given opportunities to be involved in decision making and whether they have a say in establishing priorities in task completion, method, or pace of learning. Thus, authority is not about 'who's in charge' in terms…

Existing distributed leadership (DL) theories tend to focus on distributing financial, material and human resources in order to enhance school performance. However, their impact appears controversial. Critical scholars assert that using DL to promote trust and democracy can be a self-fulfilling prophecy orchestrated by few formal leaders. When…

Student voice across various contexts attempts to propose a deeper appreciation of the dynamics of curriculum making. However, little is known about how student voice interacts with culture, power relations, and student knowledge, particularly in assessment planning. Informed by democratic assessment, the current study investigated how student…

Purpose: Viewing school as a feminine bias workplace alongside being a field of power relations as argued by Bourdieu, this study examines: (1) gender differences among teachers in different forms of capital (cultural, social, and feminine) and in their participation in decision-making (PDM) at school in three domains: managerial, administration,…

This study adopts a structural perspective to explore micro-politics in senior management teams and identify the principals' inner circle. Based on data from an Israeli random sample of state primary teachers, profiles of trust in principal are identified and used to break down the subgroups of teachers serving in various roles in senior…

This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational…

Over half of all teacher-powered schools have designated administrators, and the role is very different from what a traditional principal does at most K-12 schools. This guide is designed to address the unique opportunities and challenges in being a teacher-powered administrator. The guide draws on the expertise and experience of eight…

Empowerment is often considered to be a central goal in outdoor education and environmental education. To develop student empowerment, a frequent recommendation is for the leaders of outdoor environmental education programs to provide students with a high level of autonomy through an emancipatory approach, by involving them in the decision-making…

This article presents comparative empirical data from England, the US and Australia on academic boards (also known as faculty senates or academic senates) to highlight ways in which changes within contemporary academic governance effect a diminution of academic voice within decision-making about and that affects teaching and research. Drawing on…

Discourses and relations of child/adult and early education are super-permeated with ideas and practices of authority and boundary-making. In early years' practices, deeply important beliefs and assumptions about who or what has authority and who or what should create the boundaries of everyday activity often go unquestioned. This produces…

Teachers and students are the main stakeholders of educational policies in the states; hence, the higher order policies, rules, and regulations must be in alignment with their rights, values, ideologies, needs, competencies, and peculiarities of each region and district. In such a case, the classroom practice will be improved and more promising…

Teachers' participation in curriculum development is an area of research that has not been given adequate attention in the context of Saudi Arabia. This critical exploratory study investigated the issue of teachers' marginalisation in the curriculum development process with the aim of problematising power relations in Saudi Arabia's education…

This study performs a content analysis of the communication that develops in online educational situations. It focuses on two aspects of communication in a context in which we observe instructional leadership: how leadership is seen in the virtual classroom and how teachers view their role. The study attempts to answer the question of how teachers…