Issues of social justice and students’ voice in decision- making: Towards democratisation of education in Colleges of Education in Ghana

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.