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Original Articles

Radical student participation: lessons from an urban government primary school in Tigray, Ethiopia

Rafael MitchellFaculty of Education, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, Cambridge, UKCorrespondence[email protected]
[email protected]
ORCID Iconhttp://orcid.org/0000-0002-4553-2487
ORCID Icon
Pages 98-114 | Published online: 20 Oct 2017

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Read on this site (3)

Emma Carter, Pui Ki Patricia Kwok, Lydie Shima & Nidhi Singal. (2023) ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education. International Journal of Adolescence and Youth 28:1.
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Rafael Mitchell & Lizzi O. Milligan. (2023) Lesson observations in sub-Saharan Africa: bringing learners into focus. Cambridge Journal of Education 53:5, pages 627-644.
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Esayas Teshome Taddese & Congman Rao. (2022) School-based collaborative reflection for professional learning: a case study of primary school teachers in Ethiopia. Reflective Practice 23:6, pages 663-675.
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Articles from other publishers (1)

Rafael Mitchell. (2023) Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research. International Journal of Educational Development 96, pages 102686.
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