Analysis of a Public School’s Practices and Values through the Lens of Equitable Quality Education for All: A Case for Juxtaposing Schools and SDGs
Keywords: Hidden curriculum, equitable quality education, sustainable development goals, labelling, differentiation
AbstractThis study examined the hidden curriculum of a primary school embedded in assessment practices and students’ performance. Critical education theorists’ arguments on education, social and cultural reproduction, and Bourdieu’s theory of symbolic capital are used to inform the study. Using a participative observer case study methodology, the study employed interview, observation, and document analysis to collect data. The participants (four students, two teachers, and the principal) of the study were selected using purposive sampling. Thematic analysis was used to analyze the data collected from these participants. The results of the study revealed that school assessment techniques and students’ achievement implicitly and explicitly communicate and institutionalize social stratification in the school which in turn considerably influences students’ access to school resources, school leadership positions, and school communities’ expectations on students. Students, teachers, and the school leadership, wittingly or unwittingly, are active actors in the implicit and explicit socialization process which reinforces values and practices that contradict equitable quality education for all. The findings suggest that policy and Sustainable Development Goals (SDGs) for equitable quality education should heed to actual school and classroom practices, and not merely be assessed based on data that are disaggregated along gender, rural and urban, or other social groupings. Unless global declarations are clearly operationalized and efforts are made to strengthen a continuum between global and national goals and school and classroom practices, utter dependence on statistical data on gender, location, and other indicators of equity does not address ingrained challenges and opportunities for equitable quality education
How to Cite
Mihiretie, D., & Andargie, T. (2022). Analysis of a Public School’s Practices and Values through the Lens of Equitable Quality Education for All: A Case for Juxtaposing Schools and SDGs. Bahir Dar Journal of Education, 21(2), 47-68. Retrieved from https://journals.bdu.edu.et/index.php/bje/article/view/824
Copyright (c) 2021 Bahir Dar Journal of Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in
institutional repositories or on their website) prior to and during the submission
process, as it can lead to productive exchanges, as well as earlier and greater
citation of published work (See The Effect of Open Access).