Abstract:
Several researchers have documented the relevance of students’ participation
in their schools’ decision-making process to the overall governance of
schools/colleges. In spite of these revelations, little research has focused on
exploring students’ perspectives on their colleges’ decision- making process
and the extent of their participation in Ghana. Limited knowledge exists
regarding how token involvement in decision- making by students at college
level manifests a total disregard for students’ rights as espoused by the theory
of social justice. This study explored the lived experiences of students to
understand how meanings their non-involvement in decision-making
communicate to them manifests gross disregard of their human rights. The
study employed hermeneutic phenomenological analysis to understand the
everyday lived experiences of student-governors. Text data were collected
from twelve students who were principal officers of their college Students’
Representative Council. Observation and conversational interviews were used
for individuals as well as focus group discussion. Thematic statements were
selected, grouped and analysed through reflexive and interpretive activities.
The study found that culture does not promote participatory democracy and
that the non-participation of students communicates to them messages that
manifest gross injustice and disregard for their rights. The study findings serve
as a spectacle on how students at college level in Ghana do not have their
voice heard in light of social justice. It is recommended that future studies at
college level be carried out to explicate the lived experiences of students’
participation in their school decision making process.
