Pupil involvement in school (re)design: participation in policy and practice
Pupil involvement in school (re)design: participation in policy and practice
复制标题
学生参与学校（重新）设计：参与政策和实践
DOI：
10.1080/15710880802524946
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发表时间：
2008
期刊：
影响因子：
1.8
通讯作者：
Peter Kraftl
中科院分区：
文献类型：
--
作者：
Olga den Besten;J. Horton;Peter Kraftl
在过去的十年中，一系列的政策干预有关的儿童，青年和教育在英国已经定位在学校环境的（重新）设计的学生参与作为一个关键的当务之急。事实上，学生参与是英国主要的、正在进行的学校（重建）和（重建）设计方案的一个明确的核心理想，这些方案包括为未来建设学校、学院学校和小学资本资助。本文件的目的是通过在这些背景下实际参与（或不参与）的方式，将国家政策声明中表达的参与理想并列起来。为此，本文介绍了深入访谈的结果与地方当局官员负责执行有关政策，学校（重新）建设和（重新）设计在不同的地方。这些访谈表明，学生参与的想法在实践中可能会受到突发事件、预算、问题、辩论、个性和基层事件的阻碍。该文件将建议，有关参与的国家政策制定应更好地立足于学校环境（重新）设计的复杂和多样的现实。
Over the last decade, an array of policy interventions relating to children, young people and education in the UK have positioned pupil participation in the (re)design of school environments as a key imperative. Indeed, pupil participation is an explicit, core ideal of major, ongoing school (re)construction and (re)design programmes in the UK such as Building Schools for the Future, Academy schools, and Primary Capital Funding. The aim of this paper is to juxtapose the ideals of participation as expressed in national policy statements, via-à-vis the ways in which participation in these contexts is being done (or not) in practice. To this end, the paper presents findings from in-depth interviews with Local Authority officers responsible for the implementation of policies relating to school (re)building and (re)design in diverse localities. These interviews show how the idea(l) of pupil participation may, in practice, be foreclosed by contingencies, budgets, issues, debates, personalities and events at grassroots level. The paper will suggest that national policy-making regarding participation should be better grounded in the complex and diverse realities of the (re)design of school environments in practice.